Data used to develop a Functional Behavior
Assessment, Behavior Intervention Plan and as
progress monitoring towards Target Behaviors
The Behavior Intervention Plan (BIP) is to be informed
by a Functional Assessment of the Student’s Behavior
 Select and define target behavior.
 Develop a hypothesis as to the function of the behavior.
 Collect data  Indirect data collection
 Direct data collection
 Validate the function and variables related to the behavior
 Triangulation of data
 Functional analysis
 Develop the Behavior Intervention Plan
 Continue to take data on progress towards Target behaviors
 The same tools used for Developing and FBA/BIP can be used as
progress monitoring tools.
 Graph results every 9 weeks to show progress and determine a new
baseline.
 Graph results sooner if the plan is not working and revise the BIP as
an IEP team.
Direct and Indirect Data Collection
 Direct assessment
 Direct observation of the problem behavior and the conditions
surrounding the behavior. This includes the antecedent and
consequence.
 Indirect or informant assessment
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Interviews with teachers and other adults
Anecdotal notes
Student interview
Warning-Indirect measures can provide additional information
but they usually are not as reliable as direct observation
measures. Informant information from those directly involved
should not be the only information that IEP teams consider.
Indirect and Direct Data-Use
both when conducting and FBA
Indirect
 Anecdotal, Interview, Surveys, behavior
rating scales
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Direct
 ABC Chart, Scatterplot, Latency,
Duration recording
 Any tool used while directly observing
a student and taking data.
Data Collection
 Record Review
 Previous discipline contacts
 Previous referrals for special services
 Review Work Samples
 Error analysis of student work
 Behavior Ratings or Checklists
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ADHD Scales
Sociometric nominations/ratings
Behavior Checklist
Adaptive Behavior Scales
 Standardized Tests
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ARMT
AAA
ACCESS
GRAD EXAM
 Norm Referenced Tests
 Curriculum Based Measurement
 Teacher-made tests
Naturalistic Observation
 Non-systematic observation
 Anecdotal Records
 ABC Analysis of Behavior
 Systematic Observation
 Event Recording
 Duration Recording
 Latency Recording
 Time Sampling/Interval Recording
 Interviews
 Student
 Parents
 Teachers
 Peers
 Other Significant Adults
Record Review
 Previous discipline
contacts
 Previous referrals for
special services
 Review of all previous
discipline infractions
and consequences
associated with these
infractions.
 Review of student’s
history including referral
and special services
Review of Work Samples
Error analysis of student work
 Review work samples, conference
records, report cards, etc. to
determine if the students is having
difficulty with academic
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expectations.
How does the student’s work
compare to his/her peers work?
Determine the student’s learning
style and the teacher’s presentations
style.
Review the student’s eligibility
report to determine ability level. Is
the LRE appropriate?
Review any medical concerns.
 http://teacherpages.nhcs.net/schools/pa
rsley/karlysokolowski/Pages/RIOT(Revi
ew,Interview,Observe,Test)Information.
aspx
Review the child’s Eligibility report
for behavior rating scales
 Behavior Ratings or Checklists
 ADHD Scales
 Sociometric nominations/ratings
 Child Behavior Checklist
 Adaptive Behavior Scales
 If the student did not previously have behavior
difficulties consider getting permission for
rating scales.
Rating Scales Available
 ADDES-3-Attention Deficit Disorder Evaluation Scale, Third edition-Attention
 ADHDT-Attention Deficit/Hyperactivity Disorder Test-Attention
 BASC-Behavior Assessment System for Children, Second Edition=Behavior
 BDIS-Behavior Disorders Identification Scale-Behavior
 BES-3-Behavior Evaluation Scale, Third Edition-Behavior
 BRIEF-Behavior Rating Inventory of Executive Function=Executive Function
 CAB-Clinical Assessment of Behavior=Behavior
 CAT-C-clinical assessment of Attention Deficit-Child-Attention
 Conners-3-Conners, Third Edition-Attention
 CBRS-Connors Comprehensive Behavior Rating Scales-Behavior
 Devereux Behavior Rating Scale-Behavior
 EDDT-Emotional Disturbance Decision Tree-Behavior
 EPBS-Emotional and Behavior Problem Scale-Behavior
 SAED-Scale for Assessing Emotional Disturbance-Non-ED/ED Behavior
 SCALES-Scales for Diagnosing Attention Deficit/Hyperactivity DisorderAttention
Review of performance on tests and prior
successful accommodations/modifications
 Norm Referenced Tests
 Curriculum Based
Measurement
 Teacher-made tests
 Look for performance
patterns
 Ability level
 Possibly fear or anxiety
associated with testing.
Naturalistic Observation
 Non-systematic
observation
 Anecdotal
Records
 ABC Analysis of
Behavior
http://cecp.air.org/fb
a/problembehavior2
/text2.htm#direct1
 (ABC) Chart-Direct
observation of the
Antecedent, Behavior and
Consequence observed
 Anecdotal Records-When
reviewing records be
certain that the notes are
objective. Do not use the
information if there are
opinions that are
excessively negative.
Systematic Observation
 Systematic Observation
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Event Recording
Duration Recording
Latency Recording
Time
Sampling/Interval
Recording
Scatterplots
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http://verbalbehavior.pbworks.c
om/w/page/8131340/Datasheets
%20and%20templates
Interviews
 Student
 Parents
 Teachers
 Peers
 Other Significant
Adults
 http://www.cesa11.k12.wi.
us/SpEd/CSPD/FBA_rec
ommended_websites.pdf
 Interviews in Mastering
the Maze
Forced-Choice Reinforcement Menu
 This data collection tool (Gable, 1991) identifies
possible reinforcers for the student based on the
student's answers to basic questions. The results
provide information about the types of reinforcers the
student prefers, including adult approval, competitive
approval, peer approval, independent rewards, and
consumable rewards.
http://cecp.air.org/fba/problembehavior2/text2.htm#direc
t1
Defining TargeDt Behaviors
Example
Non-Example
high-pitched screams
poor impulse control
kicking over chairs
angry, hostile, resentful
completing tasks
paying attention
Behavior Analysis
Date:__________________
Days of Data ________________________
For this example we have 10 days of data. You might have more or less.
Total Number of Incidents: ___________________
Count the number of incidents for all the days of data collection.
Average Number of Incidents Daily: ___________
Take total incidents divided by number of days you collected data
Average length of time engaged in target behavior________.
Take total number of minutes of target behavior and divide by number of incidents.
% of day engaged in behavior:______________
Add up the total minutes of target behavior and divide by total number of available
minutes for the data recording time.
Behavior Analysis
Date: Today’s Date
Days of Data : 10
Total Number of Incidents:32
Average Number of Incidents Daily: 3.2
Average Length of Incidents: 11.875 approximately 12
minutes
% of day engaged in behavior: 9.05%
After the BIP Is Developed
 Continue to take data on a DAILY basis
 Use tools discussed in Direct and Indirect data collection to
measure progress towards Target Behaviors.
 Consider using a daily behavior chart with the student (see
examples in the Behavior encyclopedia) as part of your data
collection.
 Graph your results at least every 9 weeks to show progress
Revisit the interventions that you are using if student is not
making sufficient progress.
 Consider adjusting the reinforcers, and looking at
environmental concerns if the student is not making
progress.
Helpful Websites
 C:\Users\Auction\Documents\BIP Review for Target
Behaviors.docx
 http://teachers.bcps.org/teachers_elem/jlynch2/resou
rces.html
 www.behaviordoctor.org
 Sociometric Ratings
References
 Nicole Caldwell, www.PositivelyAutism.com
 Cartwright, C.A., & Cartwright, G.P. (1970).
Determining the motivational systems of individual
children. TEACHING Exceptional Children, 2:3, 143149.
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