FBA Interviewing for the
new Milennium:
A presentation prepared by
Mike Cummings & Eileen Lyons
August 13, 2008
Learning Objectives for the
Session
 Explain the benefits of the school psychologist as the primary
consultant on the FBA/BIP team and the common barriers
attributed to this role.
 Best practice procedures to set-up and conduct FBA interviews.
 Explain the purpose/ importance of the functional assessment
interview. (More than establishing function.)
 Become familiar with a variety of FBA interviews to use with
students, parents, and teachers.
 Identify and link critical interview information to the intervention
plan. (intervention process, since the BIP is done collaboratively)
ACTIVITY:
 Turn to a friend and discuss the question
that best applies to you:

What is the primary reason you resist or fear
becoming involved in the FBA/BIP process?

Or, if you have engaged in the FBA/BIP
process, how did you overcome your fear or
resistance and get started?
 Moving On…… Let’s talk about the
consultant and the interview process…
Interviewing:
Best Practice Procedures
 Small group activity: Establish a group with two
other people. Assign one person to the
responsibility of “recorder.”
 Given 5 minutes, all group members brainstorm
effective interviewing characteristics skills of a
consultant (e.g., listening) The recorder will write
these down on the “Think Sheet.”
 PRIZES WILL BE AWARDED TO THE TWO GROUPS
WITH THE MOST COMPREHENSIVE LISTS.
GOOD LUCK!
Characteristics of an
Effective Interviewer/Consultant
 Establish Rapport
 Ability to Accurately Receive Information
 Ability to Facilitate Communication
 Ability to Critically Analyze and
Synthesize the Information Received
 Ability to Regulate one’s own verbal and
nonverbal behavior
 Basics
Rapport
 Eye Contact
 Attentive Posture
 Non-Judgmental
 Don’t Interrupt
 Speak Slowly and Calmly
Techniques
 Use Appropriate Vocabulary
 Distinguish Between Acceptance &
Endorsement
 Use Reflection and Feedback
 Clarify Interviewee’s Terms
Questions
 Avoid Yes/No Questions
 Avoid Long Multiple Questions
 Broad Questions Discover: “Tell me
about your family.”

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Values
Perspectives
Perception of Facts
Narrow Questions
 “What subject does your son like in
School?”
 Elicit Specific Information
Discussion Questions
 Does anyone have another “best practice”
interviewing behavior that was not listed?
 Why are interviewing skills so important?
 What could happen if you did not engage
in one or more of these behaviors?
 How can you remind yourself to adhere to
these best practice procedures?
 General Information Regarding the
Functional Behavior Interview
The Components of a
Functional Assessment
 Indirect Assessment
R: Record Reviews
I: Interviews of Parents, Teachers, Support
Personnel and Students
 Direct Assessment
O: Observations
T: Test for cause-effect relationships using
experimental procedures to modify the
environment and investigate outcomes
The Inverse Relationship between the Frequency of
an Interview Strategies Use and its Reliability
120
100
Frequency
80
60
40
20
Test (Exp
Manipulation)
(data are fabricated for illustration purposes)
Observations
Interviews
Record
Review
0
Reliability
FBA Interviews: The Pros
 Involves minimal to no risk for the client/student
 It is a structured method for gathering needed information and the
interview can guide the assessment process.
 Allows you to generate a hypothesis(es) for the function(s) of the
behavior
 It is an opportunity to assess/learn about::
 The context in which the behavior occurs
 Existing classroom management strategies
 Interventions in place and/or attempted
 Level of frustration and/or resistance (from teacher(s), parent(s), and/or student)
 Level of receptiveness to the intervention process
 Support plans for persons with limited receptiveness to FBA/BIP process
 Relevant home/community history and current functioning when interviewing
parents
 The student’s perception of the problem(s)
FBA Interviews: The Pros (cont.)
 It is an opportunity to start formulating
suggestions for the Behavior Intervention
Plan (BIP)
 Some perceive interviews as “easier” to
implement than other components of the
FBA.
FBA Interviews: The Cons
 Data are highly subjective
 The strategy has limited reliability
 Insufficient information for intervention
development
 Recency effects, Perception Errors,
 Response bias / Faking “good”
 The Student Interview
Desired Outcomes of a
Student FBA Interview
 The consultant will have a good understanding
of the student’s perceived:







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Areas of strength
Behavior challenges (from own or other’s
perspective)
Academic functioning
Common triggers for the problem behavior(s).
Consequences for the problem behavior(s).
Social activities and community functioning
Ideas for changes needed (e.g., intervention
suggestions)
Understanding of the cause-effect relationship for
his/her behavior.
Tips for the Student FBA
Interview
 Selecting the interviewer
 Setting up a time / location
 Initially engage in friendly dialogue
 Establish purpose of the interview
 Duration of the interview
 Responding to noncompliance
 Diffusing externalizing comments
 Preparing for difficult disclosures (consultant role vs.
counselor role).
 Parent and Teacher Interviews
Desired Outcomes of a
Teacher and Parent FBA Interview
1.
2.
3.
4.
5.
6.
Identify and define target behaviors (FDI, OM)
Identify potential setting events.
Define immediate antecedent events (predictors)
for occurrences and nonoccurrences of the
problem behavior.
Identify the consequences or outcomes of the
undesirable behaviors that may be maintaining
them.
Define the efficiency of the undesirable behavior
Identify functional alternative behaviors the
person already knows.
Desired Outcomes of a parent /
teacher FBA Interview
(cont.)
Identify primary communication strategies.
8.
List things that help prevent problems and things
that “set-off” problems.
9.
Establish a list of things the person likes (tangible,
social, edible, independent activities, etc.)
10. Review previous and/or ongoing interventions
11. Develop summary statements for each major
predictor and/or consequence.
7.
Example Interview Tools
 Student-Assisted Functional Assessment Interview (Heartland AEA 11






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Program Manual, 1998) – Handout B
Student-Directed Functional Assessment Interview Form (O’Neill et. al.,
1997)
Brief Functional Assessment Interview (Heartland AEA 11 Program
Manual, 1998) – Handout C
Functional Assessment Interview Form (Heartland AEA 11, 1998) –
Handout D
Functional Assessment Screening Tool (FAST, Iwata, ____) Test: Retest
Reliability was 66.9 - Handout E
Functional Assessment Interview (FAI,O’Neill et. al., 1997)
Functional Assessment Informant Record-Teachers (Edwards, 2002) –
Also See BPV
Consequence Variables Assessment Form (Watson & Steege, 2003) –
Also See BPV
 BUT – MUST ALSO CONDUCT DIRECT
ASSESSMENTS – INTERVIEWS
ALONE ARE NOT ENOUGH AND DO
NOT MEET THE REQUIREMENTS OF
THE LAW
 Fantastic FBA Team Assessment Tool 

Best Practices 5, Volume 2, p. 347
Rating Scale (with no name yet) – created
by Steege and Watson (in press)
 Putting the Interview into Action!!
 Mike and Eileen will now perform for
you!
 Directions for Activity
Activity: Let’s Practice
 Select a partner and identify a recorder.
 STUDENT INTERVIEW: ACT ONE


Quietly observe the role-play down front (Mike and Eileen)
Activity: Identify at least 3 ways the consultant compromised
the interview process
 STUDENT INTERVIEW: ACT TWO




Quietly observe the role-play down front (Mike and Eileen)
Activity: Identify at least 5 ways the consultant engaged in best
practices during the interview process
Brainstorm at least 3 areas you want to gather additional data
to validate the consultee’s statements
Brainstorm at least 2 ideas for the FBA/BIP team to consider as
intervention possibilities.
Activity: Let’s Practice
 Select a partner and identify a recorder.
 TEACHER INTERVIEW: ACT ONE


Quietly observe the role-play
Activity: Identify at least 3 ways the consultant compromised
the interview process
 TEACHER INTERVIEW: ACT TWO




Quietly observe the role-play
Activity: Identify at least 3 ways the consultant engaged in best
practices during the interview process
Brainstorm at least 3 areas you want to gather additional data
to validate the consultee’s statements
Brainstorm at least 2 ideas for the FBA/BIP team to consider as
intervention possibilities.
Activity: Let’s Practice
 Select a partner and identify a recorder.
 PARENT INTERVIEW: ACT ONE


Quietly observe the role-play
Activity: Identify at least 5 ways the consultant compromised
the interview process
 PARENT INTERVIEW: ACT TWO




Quietly observe the role-play
Activity: Identify at least 5 ways the consultant engaged in best
practices during the interview process
Brainstorm at least 3 areas you want to gather additional data
to validate the consultee’s statements
Brainstorm at least 2 ideas for the FBA/BIP team to consider as
intervention possibilities.
Competing Behavior Pathway
Desired
Behavior(s)
Completes
Assignment
Setting
Event(s)
Triggering
Antecedents
ADHD
Give
nonpreferred task
Low Rdg Ability
Maintaining
Consequences
Obtain a “desirable”
event
(e.g, receive praise
and good grade
Problem
Behavior(s)
Consequences/
Function
Noncompliance /
Disruption
Escape
Alternative
Behavior(s)
Ask for a Break
Competing Behavior Pathway
Desired Behavior(s)
Setting Events
Maintaining Consequences
Triggering Antecedents
Problem Behavior(s)
Alternative Behavior(s)
Consequences/Function
Competing Behavior Pathway for
Mike C., 5th Grader
Setting
Event(s)
Triggering
Antecedents
Low Academic
Performance
Verbal
Redirection /
Requests
Limited parent
contact
Teacher
complimenting
peers
Problem
Behavior(s)
Consequences/
Function
Noncompliance /
Verbal Aggression
Adult Attention
Alternative Behavior(s)
Follow direction with two or
fewer prompts.
Express feelings of anger
using “I feel” messages
Behavior Support Planning
Setting Events /
Manipulations
Antecedent
Manipulations /
Proactive
Strategies
Behavior
Teaching /
Educational
Strategies
Consequence
Modifications /
Strategies
Final Activity
 As a team, complete the Competing
Pathways and Behavior Support
Planning Sheet in your handout given
the information from the “model”
interviews.
 After 10 minutes, volunteers will be
selected to share information for each
category. Teams will be awarded…..
 Questions
 Possibly some accurate answers
 Definitely an opportunity to investigate
this topic further.
 Thank you for your time and attention!!