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Functional Assessment

The Syllabus is similar to the syllabus for a course. It is your primary reference for information regarding the module. The online capability of the module allows you to access information directly from Levels II and III of the module, but selected elements of those levels also appear in the syllabus to give you a single source for key information. You may find it helpful to have a hard copy of the syllabus available for reference.



Module Overview:

There are five major goals for this module. Upon completion of this module, you should be able to do the following:

  1. Describe how the focus of positive behavioral support has changed over time and what kind of effect this has had on assessment.


  2. Describe the characteristics and outcomes of functional assessment.


  3. Provide an overview of functional assessment strategies with specific examples.


  4. Teach the critical features of writing a good hypothesis statement.


  5. Demonstrate how functional assessment information can be used to design positive behavioral support strategies.





Content Map: The content map below provides an overview of the subject matter that will be covered within the Academy's seven Positive Behavioral Support Modules. Functional Assessment is an integral part of an effective Positive Behavioral Support plan. For this reason, completing the Functional Assessment Module before continuing with the remaining Positive Behavioral Support Modules is highly recommended.
space Module number one space
spaceModule spaceFoundations of PBS
  1. Overview of PBS
  2. Basics of Behavior
  1. Introduction to PBS
  2. Preventing Problem Behavior
space Module number two space
spaceModule spaceFunctional Assessment
  1. Value Driven Assessment
  2. Methods and Outcomes
  3. Indirect Assessment Methods
  1. Direct Assessment Methods
  2. Applying Assessment Results

space Module number three space
spaceModule spaceDevelopment & Implementation of PBS Plans
  1. Design of PBS Plans
  2. Implementing PBS
  1. Modifying & Assessing PBS Plans
space Module number four space
spaceModule spaceIntervention Strategies (Part I)
  1. Setting Events
  2. Antecedent Interventions
  1. Replacing Problem Behavior
  2. Consequence Interventions
space Module number five space
spaceModule spaceIntervention Strategies (Part II)
  1. Social Skills
  2. Crisis Prevention
  1. Physiological Influences
space Module number six space
spaceModule spaceRedesigning Environmental Systems
  1. Classroom Management Strategies
  2. Staff Development
  1. School-Wide Discipline
space Module number seven space
spaceModule spaceCreating Positive Lifestyles
  1. Person-Centered Planning
  2. Self-Determination
  1. Quality of Life

Outline:

The Content Outlines are specific to lessons in this module. They allow you to preview the content to be covered in each lesson and to note how the content for the several lessons combines at the module level to meet the goals for the module. You will also find that the Content Outlines will serve as a useful review feature. Later when you have completed the module and wish to review what was covered in the individual lessons you can return to the Content Outlines.

Functional Assessment


  1. Value Driven Assessment

    1. Challenges of problem behavior
      1. Problem behavior
        1. Hampers learning
        2. Decreases quality of life
        3. Results in exclusion
      2. Outcome changes
        1. Social and lifestyle changes
        2. Redesign environments
        3. Teach new skills

    2. Assumptions of Positive Behavior Support
      1. Problem behavior serves a function
        1. Escape
          1. Unpleasant or difficult tasks
          2. Attention
          3. Corrective feedback
          4. Internal stimulation
        2. Obtain
          1. Assistance
          2. Social interaction
          3. Items (food, toys, etc.)
          4. Internal stimulation
        3. Multiple functions
        4. Changes in function
      2. Part of social network
        1. Behavior as response to social network
        2. Coercion Theory
        3. Behavioral support addresses social network
      3. PBS and teamwork
        1. PBS plans address
          1. Characteristics of student
          2. Strengths and needs of team members
          3. Features of the environment
        2. Working alone

    3. Assessment and PBS
      1. Problem solving
        1. Nature of the problem
        2. Why does problem exist
        3. What should be done
        4. Did the interventions work
        5. What should be done next
      2. Functional assessment
        1. Understand what maintains problem behavior
        2. Predict when behavior will and will not occur
        3. Gain information to prevent problem behavior
        4. Gain information used to respond appropriately to problem behavior
      3. Key elements of functional assessment
        1. Holistic
        2. Ongoing
        3. Distant environmental assessment
          1. Student
          2. Immediate environment
          3. Surrounding environment
          4. Community
          5. National

  2. Methods and Outcomes

    1. Definition of functional assessment
      1. Identify events that predict occurrence and nonoccurrence of problem behavior
      2. Identify the consequences maintaining problem behavior

    2. Outcomes of functional assessment
      1. Provide description of problem behaviors
      2. Identify events, times, and situations that predict problem behavior
        1. Antecedents
        2. Setting events
      3. Identify consequences maintaining problem behavior
      4. Develop hypothesis
      5. Confirm summary statements using direct observation

    3. Functional assessment process
      1. Process oriented approach
      2. Complexity

    4. Types of functional assessment methods
      1. Indirect assessment methods
        1. Interviews
        2. Record reviews
        3. Quality of life measures
        4. Checklists and questionnaires
      2. Direct assessment methods
        1. Scatter plot
        2. Frequency/duration/intensity

    5. Functional analysis
      1. Definition
      2. Difference between functional assessment and functional analysis

    6. Developing a hypothesis statement
      1. Elements of a hypothesis statement
        1. Setting event
        2. Antecedent
        3. Behavior
        4. Consequence
      2. Building a hypothesis statement

    7. Before beginning a functional assessment
      1. Rule out medical and/or physical problems
      2. Begin person-centered planning process

    8. Indirect assessment methods
      1. Interviews
      2. Record reviews
      3. Quality of life measures
      4. Checklists and questionnaires

  3. Indirect Assessment Methods

    1. Types of indirect assessment methods
      1. Interviews
      2. Record reviews
      3. Quality of life measures
      4. Checklists and rating scales

    2. Outcomes of functional assessment
      1. Provide description of problem behaviors
      2. Identify events, times, and situations that predict problem behavior
        1. Antecedents
        2. Setting events
      3. Identify consequences maintaining problem behavior
      4. Develop hypothesis
      5. Confirm summary statements using direct observation

    3. Interviews
      1. Functional Assessment Interview (FAI) Form
        1. Describe problem behavior
        2. Identify setting events
        3. Identify antecedents
        4. Identify consequences
        5. Efficiency
        6. Socially appropriate skills
        7. Communication skills
        8. Instructional preferences
        9. Student preferences
        10. History of problem behavior
        11. Summarizing interview
      2. Interview strategies
        1. Interviews across settings
        2. Student interviews
        3. Open-ended questioning
        4. Paraphrasing

    4. Record review
      1. Types
        1. Medical and psychological reports
        2. Behavior support plans
        3. Incident reports
        4. Interdisciplinary team plans
        5. Social and communication skills assessment
      2. Conducting record reviews
        1. Rule out medical issues
        2. Provide historical information
        3. Past behavioral support strategies
        4. Communication and social skills

    5. Quality of life measures
      1. Elements of the student's life
        1. Predictability of environment
        2. Social belonging
        3. Empowerment and control
        4. Well being and satisfaction
      2. Assessment measures may address
        1. Predictability of environment
        2. Quality and number of social interactions
        3. Opportunities for choice-making and control
        4. Person centered planning

    6. Checklists and questionnaires
      1. Motivation Assessment Scale
      2. Setting event identification
      3. Reinforcement inventory

  4. Direct Assessment

    1. Types of functional assessment
      1. Indirect methods
      2. Direct methods
      3. Functional analysis

    2. Direct methods
      1. Measurement of behavior
      2. Scatter plot
      3. ABC chart

    3. Direct observation data
      1. Create a baseline
      2. Develop a hypothesis
      3. Confirm a hypothesis

    4. Writing behavioral definitions
      1. Clearly measured
      2. Consistent definition across observers
      3. Clearly defined beginning and end to behavior

    5. Types of measurement
      1. Exact
        1. Frequency
        2. Duration
        3. Latency
        4. Intensity
      2. Estimate
        1. Partial interval recording
        2. Whole interval recording
        3. Time sampling
      3. Permanent products

    6. Popular functional assessment tools
      1. Scatter plot
      2. ABC analysis

    7. Functional analysis
      1. Outcomes
        1. Manipulate antecedents
        2. Manipulate consequences
      2. Single subject research designs
        1. Reversal - ABAB design
        2. Alternating treatments design
      3. Safeguards

  5. Applying Assessment Results

    1. Functional assessment summary
      1. Three types of assessment strategies
      2. Based on the student's characteristics
      3. Goal of functional assessment

    2. Linking functional assessment with behavioral support strategies
      1. Address student's social network
      2. Shared ownership of problem
      3. Identify patterns across
        1. Multiple sources
        2. Direct and indirect methods

    3. Building a hypothesis statement
      1. Setting events
      2. Antecedents
      3. Problem behaviors
      4. Maintaining consequences

    4. Creating a behavioral support plan
      1. Problem solving approach
      2. Setting event interventions
        1. Types of setting events
          1. Social
          2. Environmental
          3. Physiological
        2. Setting event interventions
          1. Minimize likelihood
          2. Change environment
          3. Introduce preferred activities
      3. Antecedent interventions
        1. Make problem behavior irrelevant
        2. Change environment
      4. Teaching new skills
        1. Replace problem behavior
        2. Teaching communication skills
        3. Social and coping skills
      5. Consequence interventions
        1. Increase reinforcement for appropriate behavior
        2. Decrease reinforcement for problem behavior

    5. Important issues in behavioral support
      1. Written plan includes
        1. Clear definitions of behavior
        2. Summary of functional assessment
        3. Intervention strategies
        4. Script of problem behaviors
        5. Evaluation and monitoring
      2. Principles of behavior
      3. Contextual fit
        1. Consistent with values
        2. Consistent with skills
        3. Adequate resources available

Readings: Dadson, S., & Horner, R. H. (1993). Manipulating setting events to decrease problem behaviors: A case study. Teaching Exceptional Children, 25, 53-55.

Dunlap, G., White, R., Vera, A., Wilson, D., & Panacek, L. (1996). The effects of multi-component, assessment-based curricular modifications on the classroom behavior of children with emotional and behavioral disorders. Journal of Behavioral Education, 6(4), 481-500.

Durand, V. M., & Carr, E. (1991). Functional communication training to reduce challenging behavior: Maintenance and application in new settings. Journal of Applied Behavior Analysis, 24, 251-264.

Foster-Johnson, L., & Dunlap, G. (1993). Using functional assessment to develop effective, individualized interventions for challenging behaviors. Teaching Exceptional Children, 25, 44-50.

Horner, R.H., & Carr, E.G. (1997). Behavioral support for students with severe disabilities: Functional assessment and comprehensive intervention. Journal of Special Education, 31, 84-104.

Vaughn, B. J., Dunlap, G., Fox, L., Clarke, S., & Bucy, M. (1997). Parent-professional partnership in behavioral support: A case study of community-based intervention. Journal of the Association for Persons with Severe Handicaps, 22(4), 186-197.

Time Estimates: The amount of time required to complete this module will vary. Some students will have more background on the content of the module and thus may work more rapidly on the activities and assessments. Others may require more time to complete the required readings. Some students may prefer to review the presentations more than once or to spend more time on activities. We estimate that the time for completing all lessons and features, including the readings, will average about six hours per module. There are no qualitative performance expectations attached to the amount of time you devote to completing this module. The time you spend in completing lessons and modules is not reported. This is merely an estimate to assist you in planning your time.


Navigation: Pages in this module are organized in a logical sequence from the first to the last page. Use the forward and back arrow in the top right of the menubar to move through the logical sequence of pages. You may also click "ToC" in the top right of the menubar to access the Table of Contents. Menus for each level and lesson appear in the center of the menubar. Access any level menu by clicking the level titles in the center of the menubar.


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