Functional Behavioral Assessment Rubric 5 3 1 Description of the Behavior(s) Description of the target behavior(s) is unambiguous and concise. The description of the behavior refers to observable features only. Description of the target behavior(s) is somewhat ambiguous and be difficult for an unfamiliar person to identify and measure. Description of the target behavior(s) is ambiguous, lengthy and refers to features of the behavior that are neither observable or measurable Identification of Antecedent Conditions Events or stimulus that occur before the target behavior are clearly identified. Both setting events and immediate antecedents are identified. Antecedents are identified, but the description is unclear. No antecedent(s) are identified. Identification of the Consequence(s) Events that occur after the target behavior are clearly identified. Consequences are identified, but the description is unclear. No consequence(s) are identified. Assessment Tools & Data Collection Procedures A variety of assessment tools (direct and indirect) are utilized. Assessment tool(s) utilized are appropriate for the situation. Only one type of assessment tool is used or the assessment procedures selected are not appropriate for the situation. No assessment or data collection procedures are identified. Hypothesis Statement / Summary Statement Hypothesis/summary statement identifies setting events, immediate antecedents, target behaviors and consequences directly reflecting information gathered through the assessment process. Hypothesis/summary statement mostly reflects information gathered through the assessment process. Hypothesis/summary statement is unclear or does not reflect the information gathered through the assessment process. Grammar, organization, spelling and mechanics Writing is well organized and easy to follow. are 0-4 spelling, grammar and/or punctuation errors. Writing is fairly well organized and easy to follow. There are 4-6 spelling, grammar and/or punctuation errors. Assignment not organized. There are 6+ spelling, grammar and/or punctuation errors.
Behavior Support Plan Rubric 5 3 1 Operational Description of Problem Behavior(s) Description of the target behavior(s) unambiguous and concise. The description of the behavior should refer to observable features only. Description of the target behavior(s) somewhat ambiguous and would be difficult for an unfamiliar person to identify and measure. Description of the target behavior(s) ambiguous, lengthy and refer to features of the behavior that are neither observable nor measurable. Functional Assessment Summary Statement Concise statement identifying the antecedent conditions, target behaviors, consequences and hypothesized function of behavior. Functional Assessment Summary Statement is incomplete and/or unclear. No Functional Assessment Summary Statement included. Intervention/ Prevention Strategies Strategies to make the problem behavior unnecessary are identified. Three environmental manipulations are considered: restructuring schedule, adapting curricular content, individualized instruction. Some prevention strategies are identified, but the list is incomplete. Strategies may include restructuring schedule, adapting curricular content, individualized instruction. Inappropriate prevention strategies are identified or no prevention strategies are identified. Intervention/ Teaching Strategies Teaching strategies to make the problem behavior inefficient are identified. Appropriate replacement behaviors and new adaptive skills are identified. A partial list of strategies to make the problem behavior inefficient is identified. Appropriate replacement behaviors and new adaptive skills may be identified but the list is incomplete. Strategies to make the problem behavior inefficient are not identified or are inappropriate for the student’s situation. Intervention / Consequence Strategies Strategies to make the problem behavior ineffective are identified. Strategies are research-based and appropriate for the student’s situation. A partial list of strategies to make the problem behavior ineffective is identified. Strategies are not research-based. Strategies to make the problem behavior ineffective are not identified or do not fit the student’s situation. Safety or Emergency Plan A safety/emergency plan is included in the BSP (if appropriate). The plan describes what constitutes an emergency; intervention strategies to be implemented; specific criteria for ending implementation of any intrusive or restrictive interventions, debriefing, feedback and follow-up procedures required after the implementation of emergency/crisis interventions. Safety/emergency plan is incomplete. No safety/emergency plan is included (if appropriate).
Evaluation & Assessment BSP includes descriptions of data collection procedures and procedures for ongoing monitoring and evaluation of plan effects. Descriptions of data collection, monitoring and evaluation are incomplete. Evaluation and assessment procedures are not identified. Grammar, organization, spelling and mechanics Writing is well organized and easy to follow. There are 0-4 spelling, grammar and/or punctuation errors. Writing is fairly well organized and easy to follow. There are 4-6 spelling, grammar and/or punctuation errors. Assignment not organized. There are 6+ spelling, grammar and/or punctuation errors.
2 Chapters #3 Procedures for Collecting Data #4 Graphing Data Information Gathering an Data Collection - frequency - rate - duration - intensity Research-to-Practice: Reducing Behavior Problems in Students who are Functional Assessment: Understanding and Identifying the Causes of Challenging Behaviors in Students who are (Luiselli) Online momentary time sampling activity/partial interval sampling. Compare results. Post: Operational definition of your chosen target behavior. Respond to at least 2 peer’s posts (5 pts) None 3 Chapter #6 Develop Hypothesis for Behavior Changes: FBA & FA Determining the Function of Behavior Prevalence of Multiply Controlled Problem behaviors (Beavers & Iwata) Post: Challenges with data collection so far. What changes can you make to improve it? Respond to at least 2 peer’s posts. (5pts) Email to instructor: PDFs of the data sheets you will be using
4 Chapters #7 Arranging Consequences that Increase Behavior #8 Arranging Consequences that Decrease Behavior Identifying Replacement Behaviors (necessary for BSP final assignment) How to increase appropriate behaviors. How to decrease maladaptive behaviors None Post: Once you have read the assigned material, send any questions or comments you have for discussion to the discussion forum. I DO NOT run this discussion - you do! You are responsible for asking questions, for answering others’ questions, for generating discussion topics and for ensuring that the discussion remains interesting, learning focused and collegial. Discussion should be completed by Fri. (5 pts) Email completed hypothesis statement (5 pts) 5 Chapter #9 Differential Reinforcement - Antecedent Control and Shaping Differential Reinforcement Stimulus Control Shaping Effectiveness of constant time-delay on teaching snack prep (required) Post: Comment of this weeks article. What it useful? In what situations would you use this procedure? Respond to at least 2 peer’s posts. (5pts) Email: Select a behavioral chain and create a task analysis. Select an instructional procedure to teach the chain with a written sequence for using the procedure. Provide a rationale for the instructional procedure selected. (5 pts)