FBA and BIP Technical Adequacy Tool for Evaluation (TATE): Scoring Form District/State Evaluator Date of Review IRR Yes No IRR Score: ID Date of FBA Date of BIP Directions: Score each item using the Product Evaluation Scoring Guide. Component Item Scoring Guide Score Part I. FUNCTIONAL BEHAVIOR ASSESSMENT Data Gathering and Hypothesis Development Input is collected from multiple people/sources to complete the functional behavior assessment. Check all that apply. Student interview Parent interview Teacher interview Rating Scales Direct Observations Team members participating listed Record Review Efficient FBA (team meeting, ERASE, etc.) Other 0 = unable to determine 1 = 1 source/person or list of names with no detail 2 = two or more sources with supporting details Problem behaviors are identified and operationally defined. (Easily observable and measurable). If more than one behavior is identified, it is clear which behaviors will be the focus of the FBA List problem behavior(s): 0 = no problem behavior identified; 1 = behaviors are identified but definitions are ambiguous or subjective 2 = ALL identified behaviors are operationally defined. Baseline data on the problem behaviors are collected and detailed or summarized. The data are in addition to office discipline referrals (ODR), in-school suspension (ISS), and/or out of school suspension (OSS) data. Target Behavior Method Time Frame Analysis 0 = unable to determine 1 = data collected, but omits at least one of the essential details 2 = data collected, AND includes all 4 essential details Setting events (i.e., slow triggers; antecedent events that provide the context or “set the stage” for a higher likelihood of problem behavior) are considered, identified (if present) and the contingency to the problem behavior is described. List setting events (slow triggers): Distant event Environmental, social, or physiological events 0 = unable to determine, OR no indication setting events were considered 1 = identified, no contingency 2 = identified, AND contingency described, OR clear indication no setting events exist Antecedent events (immediate triggers) that precede and predict the occurrence of problem behavior are identified and specified. List antecedents (triggers): 0 = none, OR not antecedents 1 = identified, lacks detail 2 = identified AND detailed Component Item Scoring Guide Score
unique behaviors Examples: Ambiguous/subjective examples Talks to peers Problem behaviors selected from list: Expressing anger Hostility Off-task Defiant Non-compliant “Dead-man” description Not starting work Sits and does not work List of multiple problem behaviors or grouping of unique behaviors under one category/class or vague overall title or one function Inappropriate behaviors including pouting, crying, cursing, throwing objects at peers and staff; hitting, kicking pushing, leaving assigned area, & verbally threatening staff with bodily harm and property destruction through 8 clearly identify the behavior(s) of concern, the criterion has been met. *Note: Behaviors do not need to be broken down into discrete units (e.g., pushes until other person is moved 1.5 meters/inches), but behaviors are defined so that anyone can determine when the behavior starts and stops. Examples Talks to peers without permission during independent work assignments Disruption is defined as “hitting, kicking, and punching” Inappropriate behavior definition: Student shouts negative comments to adults and peers which can escalate to (a) cussing at peers/adults, (b) throwing objects toward peers/adults; (c) getting up from assigned area and leaving the room while shouting out verbal threats. Shouts out curse words at the teacher Off task is defined as “playing with pencil, looking around the room, etc.” Not starting work is defined as “looks around the room at peers, talks to peers sitting close to student about topics unrelated to task, or turns head toward window and remains in position for several minutes.”
FBA/BIP Coaching Guide for Evaluating Competency (Products) Product FBA/BIP Component Criteria for Competency Fidelity Comments INDIVIDUALIZED BEHAVIOR RATING SCALE TOOL/Progress monitoring tool Yes a progress monitoring tool was developed No progress monitoring tool was developed Identifying and defining the target behaviors One problem behavior identified & clearly defined (measurable and objective terms) Yes No N/A One appropriate behavior identified & clearly defined Yes No N/A Behaviors selected are socially valid. Yes No N/A Measurement tool is measuring the behaviors selected in 1 and 2 above Yes No N/A Measurement tool is feasible for daily use by teacher and provides quick snapshot of child performance on target behaviors. Yes No N/A Progress Monitoring Tool Score (# of Yes boxes checked) /5 FBA ASSESSMENT SUMMARY Yes a summary of the FBA information was developed No summary was developed Development of Hypothesis Hypothesis developed is linked to the information from FBA Yes No N/A Hypothesis provides a description of the predictors (antecedents), the behavior targeted (from #1 above), and a valid function. Yes No N/A FBA Assessment Summary Score (# of Yes boxes checked) /2 BEHAVIOR Development of the function-based Prevention intervention addresses the “when” (i.e., Yes No
The reinforcement intervention has steps that are described in enough detail so that the intervention would be implemented consistently by anyone reading the plan. Yes No N/A Behavior Intervention Plan Score (# of Yes boxes checked) /9 FIDELITY /COACHING Yes No There is evidence that the teacher was coached/trained to implement the plan. Yes No N/A For each intervention identified on the behavior intervention plan, the primary, observable components that would be performed by the implementer are listed. Yes No N/A The measure indicates the date, method (external observation/self-assessment), and whether each intervention component was implemented. Yes No N/A Progress monitoring Yes, there is progress monitoring data No data provided The post-intervention BRS shows behavior change moving in desired direction Yes No N/A Post-Intervention Progress Monitoring Score ((# of Yes boxes checked) /1
collaborative processes to reach consensus on the primary data that best explains the relation between the student’s problem behavior and the environmental context Uses consensus building and collaborative processes to reach consensus on the final hypothesis statement. Uses consensus building and collaborative processes to reach consensus on the primary data that best explains the relation between the student’s problem behavior and the environmental context Uses consensus building and collaborative processes to reach consensus on the final hypothesis statement. Uses consensus building and collaborative processes to reach consensus on the primary data that best explains the relation between the student’s problem behavior and the environmental context Uses consensus building and collaborative processes to reach consensus on the final hypothesis statement. 4.1 Facilitates development of a behavior intervention plan Successfully facilitates the development of behavior intervention plan that includes at least 80% of the following: Provides a menu/choice list of intervention strategies from which the team/teacher can select: A minimum of one prevention intervention that modifies the context so that problem behavior is irrelevant A minimum of one replacement behavior strategy (FERB or alternate skill) that is a socially valid behavior A reinforcement strategy that provides the functional outcome for the replacement behavior that was obtained for problem behavior Successfully facilitates the development of behavior intervention plan that includes MOST (>50%) of the following: Provides a menu/choice list of intervention strategies from which the team/teacher can select: A minimum of one prevention intervention that modifies the context so that problem behavior is irrelevant A minimum of one replacement behavior strategy (FERB or alternate skill) that is a socially valid behavior A reinforcement strategy that provides the functional outcome for the replacement behavior that was obtained for problem Facilitates the development of behavior intervention plan that includes FEW (<50%) of the following: Provides a menu/choice list of intervention strategies from which the team/teacher can select: A minimum of one prevention intervention that modifies the context so that problem behavior is irrelevant A minimum of one replacement behavior strategy (FERB or alternate skill) that is a socially valid behavior A reinforcement strategy that provides the functional outcome for the replacement behavior that was obtained for problem
A goal or criteria for initial successful performance Feedback provides objective description of the teacher/implementer’s performance in relation to the criteria Feedback is provided in a timely manner following observed performance or receiving Feedback is provided positively and is treated as a formative process focused on improving performance or adjusting/modifying interventions to match skillset and acceptability of implementer while remaining linked to functional behavior assessment hypothesis. successful performance Feedback provides objective description of the teacher/implementer’s performance in relation to the criteria Feedback is provided in a timely manner following observed performance or receiving self-assessments Feedback is provided positively and is treated as a formative process focused on improving performance or adjusting/modifying interventions to match skillset and acceptability of implementer while remaining linked to functional behavior assessment hypothesis. Feedback provides objective description of the teacher/implementer’s performance in relation to the criteria Feedback is provided in a timely manner following observed performance or receiving self-assessments Feedback is provided positively and is treated as a formative process focused on improving performance or adjusting/modifying interventions to match skillset and acceptability of implementer while remaining linked to functional behavior assessment hypothesis. 5.1 Facilitates progress monitoring meetings and data-based decision making Successfully facilitates data-based decision making by including at least 80% of the following: Assists the team in determining criteria for successful performance including level at which fidelity is considered adequate and level at which student outcomes are considered successful Guides the team in reviewing implementation fidelity data and making decisions on whether the Successfully facilitates data-based decision making by including MOST (>50%) of the following: Assists the team in determining criteria for successful performance including level at which fidelity is considered adequate and level at which student outcomes are considered successful Guides the team in reviewing implementation fidelity data Facilitates data-based decision making by including SOME (<50%)of the following: Assists the team in determining criteria for successful performance including level at which fidelity is considered adequate and level at which student outcomes are considered successful Guides the team in reviewing implementation fidelity data
changed, guides the team to analyze the reasons, brainstorm strategies, and select a strategy to use to address the problem that can include one or more of the following: Intensify interventions Add additional intervention strategies that are linked with the hypothesis Reexamine the FBA data and modify the hypothesis if applicable and develop new interventions to match the revised hypothesis Gather more data and/or conduct another more comprehensive FBA or a functional analysis If student outcomes/trajectory shows desired change, guides the team to use the data to make next-step decisions that can include one or more of the following: Maintaining the intervention Fading components of the intervention Increasing criteria for target behavior performance Shaping behavior the teacher If fidelity is adequate and student outcomes have not changed, guides the team to analyze the reasons, brainstorm strategies, and select a strategy to use to address the problem that can include one or more of the following: Intensify interventions Add additional intervention strategies that are linked with the hypothesis Reexamine the FBA data and modify the hypothesis if applicable and develop new interventions to match the revised hypothesis Gather more data and/or conduct another more comprehensive FBA or a functional analysis If student outcomes/trajectory shows desired change, guides the team to use the data to make next-step decisions that can include one or more of the following: Maintaining the intervention the teacher If fidelity is adequate and student outcomes have not changed, guides the team to analyze the reasons, brainstorm strategies, and select a strategy to use to address the problem that can include one or more of the following: Intensify interventions Add additional intervention strategies that are linked with the hypothesis Reexamine the FBA data and modify the hypothesis if applicable and develop new interventions to match the revised hypothesis Gather more data and/or conduct another more comprehensive FBA or a functional analysis If student outcomes/trajectory shows desired change, guides the team to use the data to make next-step decisions that can include one or more of the following: Maintaining the intervention
Step 1: Individualized Behavior Rating Scale Tool (IBRST) Student: School: Teacher(s): Target Behavior Date 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 KEY: Problem Behavior : Definition Time/Routine: All day Specific Time/Routine: 5 = Terrible day 4 = Typical bad day 3 = So-so day 2 = Good day 1 = Fantastic day Replacement/Alternate Desired Behavior; Definition Time/Routine: All day Specific Time/Routine: 5 = Fantastic day 4 = Good day 3 = So-so day 2 = Typical bad day 1 = Terrible day
Step 1: Individualized Behavior Rating Scale Tool (Original Version) Student: School: Target Behavior Date 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 KEY:
___ Social interaction with adults ___ Social interaction with peers ___ Playing a game ___ Helping teacher ___ Line leader ___ Going to media center ___ Sensory activity (specify) ____________________ ___ Music ___ Puzzles ___ Going outside ___ Going for a walk ___ Reading ___ Extra PE time ___ Extra free time ___ Art activity ___ Computer ___ Video games ___ Watching TV/video ___ Objects (Specify) ___________________ __________________________________ ___ Food (Specify) _____________________ __________________________________ Other(s):_______________________________________________________________________________ Additional comments not addressed above in the Reinforce Component.
___ Yes List the specific non-preferred tasks or activities__________________________________ ___ No 6. Does the (problem behavior) seem to be exhibited in order to get away from a non-preferred classmate or adult? ___ Yes List the specific peers or adults________________________________________________ ___ No 7. What behaviors could the student be taught to do that would help meet academic goals? Select 3-5 behaviors that would academically enable the student to participate and meet academic goals. Study skills Socially engage (e.g., working cooperatively with peers, cooperate) Participate, persist, and be engaged Homework completion Organizational strategies Attend class Self-regulation (controls temper, obeys rules, copes with stress) Work productively (complete and turn in assignments) Time management Arrive to class on time Additional comments not addressed above in the Teach Component. PTR Functional Behavior Assessment Secondary: Reinforce Component 1. What consequence(s)/responses of others typically happen immediately after the student’s (problem behavior)? Select the top 3-5 that adults and/or peers almost always do immediately after the problem behavior. ___ Sent to time-out ___ Sent to crisis room ___ Asked to put head down ___ Sent to office/ODR ___ ISS ___ OSS ___ Ignored ___ De-escalation (e.g., LSCI or other) ___ Sent to behavior specialist/counselor ___ Assistance given ___ Allowed to delay activity ___ Changed the activity ___ Ended the activity ___ Calmed/soothed ___ Verbally reprimanded ___ Verbally redirected ___ Stated rules ___ Physically prompted ___ Peers react (laugh, make comments) ___ Physically restrained ___ Removed reinforcers ___ Natural consequences (Specify)
___ No 5. Does ((problem behavior)) get you to avoid or delay a non-preferred (difficult, boring, repetitive) task or activity? ___ Yes List the specific non-preferred tasks or activities__________________________________ ___ No 6. Does ((problem behavior)) get you away from a non-preferred classmate or adult? ___ Yes List the specific classmates or adults________________________________________________ ___ No What behaviors could you do that would help you meet your academic and future goals? Select 3-5 behaviors that would allow you to participate in class, make passing grades, and get credits toward graduation. Study skills Socially engage (e.g., working cooperatively with peers, cooperate) Participate, persist, and be engaged Study skills Socially engage (e.g., working cooperatively with peers, cooperate) Participate, persist, and be engaged Study skills Socially engage (e.g., working cooperatively with peers, cooperate) Participate, persist, and be engaged Others: __________________________________________________________________________ Additional comments not addressed above in the Teach Component.
___ Social interaction with adults ___ Social interaction with classmates ___ Teacher or office assistant ___ Going to media center ___ Sensory activity (specify) ____________________ ___ Given leadership opportunities ___ Listening to music ___ Being outside ___ Going for a walk ___ Reading ___ Extra PE time ___ Extra free time ___ Doing art ___ Using the computer ___ Video/electronic games/apps ___ Watching TV/DVD/Movie ___ Objects (Specify) ___________________ __________________________________ ___ Food (Specify) _____________________ __________________________________ Other(s):_______________________________________________________________________________ Additional comments not addressed above in the Reinforce Component.
Step 2: PTR Functional Behavior Assessment Summary Table: “Cheat Sheet” Student: ____________________________ School: ___________________________________ Date: _____________________ Behavior Prevent (Antecedent) Data Function (Teach) Data Consequences (Reinforce) Data Problem behavior Name of problem behavior Include information from the Prevent component of the PTR assessment (items #1a, 2a, 3a, 4, 5, 6) Include information from the Teach component of the PTR assessment (items #1 through #6) Include information from the Reinforce component of the PTR assessment (items #1 & 4) Appropriate behavior Name of or replacement behavior Include information from the Prevent component of the PTR assessment (items #1b, 2b, 3b) Include information from the IBRST or other sources that provide the replacement behaviors; (if student PTR used, items #7, 8, 9). Include information from the Reinforce component of the PTR assessment (items #2, 3, & 5) Possible Hypotheses When…. He/she will….. As a result, he/she …… Problem Behavior Include the relevant data from the problem behavior prevent data above Behavior being evaluated Function (from problem behavior teach data) Replacement Behavior Copy what you have in the row above (problem behavior when) Write in the new behavior/skill or, replacement behavior Copy what you have in the row above (problem behavior function).
Step 3: PTR Plan Assessment (Fidelity) Teacher: Student: Date: Observation Self-Assessment Interventions PREVENT Implemented Did it have the desired impact on behavior? (1 = no impact; 2 = some impact; 3 = great impact) Prevention Intervention (Name) Y / N / NA 1 2 3 TEACH Replacement behavior Y / N / NA 1 2 3 REINFORCE Reinforce replacement behavior Y / N / NA 1 2 3 Behavior Plan Assessment: Y/Y + N total
Step 3: PTR Plan Assessment (Fidelity)—Option 2 Date: _____ Student:______________________ Observation Self-Assessment Interventions PREVENT Was the intervention step implemented? Was it implemented correctly and completely? Did it have the desired impact on behavior? (1 = no impact; 2 = some impact; 3 = great impact) Name of intervention 1. 2. 3. Y / N / NA Y / N / NA Y / N / NA Y / N / NA Y / N / NA Y / N / NA 1 2 3 TEACH Name of intervention 1. 2. 3. Y / N / NA Y / N / NA Y / N / NA Y / N / NA Y / N / NA Y / N / NA 1 2 3 REINFORCE Name of intervention 1. 2. 3. Y / N / NA Y / N / NA Y / N / NA Y / N / NA Y / N / NA Y / N / NA 1 2 3 Behavior Plan Assessment: Y/Y + N total STEP 4: MONITORING/FOLLOW-UP Set a date for follow-up meeting (within 3 weeks) to evaluate effectiveness of behavior intervention plan Date and time Data-Based Decision Making Points Was the intervention successful – did behavior meet criterion levels? If yes, jump to question 5 below. YES NO NO, intervention not successful: Was the plan implemented as intended? What were the fidelity scores? _______________________ YES NO