FBA Interviews Beyond Staff Other Assessments

1. FBA InterviewsBeyond StaffOther Assessments

2. Additional Interviews • GOAL: Time is of the essence; always aim for maximal efficiency – the most critical information in the least time • As a rule, start with (practical FBA): • FACTS w/ teacher in prioritized routines (Routines Analysis & ABC) • Records Review & • ABC Observation of student • Then… decide if additional information is necessary… and move to Comprehensive FBA

3. Records ReviewUse Available School Data • Need to learn what to look for – can be a lot of ‘fluff’ that isn’t really meaningful – or even distracting • Know what you’re looking for • Use Records Review Form as a guide (provided) • This shouldn’t take hours • The bigger the file – the more distracting information & the better you have to be a sifting through the rubble

5. Records ReviewUse Available School Data • Start with Discipline Referral Summaries • Suspensions, detentions, office referrals • Look for patterns • Triggers/Antecedents  Day of the week, Time of Day, Location, Students Involved • Behavior • Consequences/Function  Possible Motivation, Disciplinary Action, Administrative Decision

6. Student Referral Report - SWIS Any Antecedent Trends? Any Consequence Trends?

7. Records ReviewUse Available School Data • Review previous Behavioral Interventions/Behavior Support Plans • Review documentation of the plan • Review student outcome data & implementation fidelity data (if available) • Use data to identify trends • What was working v. not working • Patterns, etc. • Routines, Antecedents, Consequences

8. Example Data Summary from SWIS-CICO

9. Reviewing CICO Data for FBA info Any Trends?

10. Records ReviewUse Available School Data • Attendance Records • Regular attendance • Could this impact behavior? • Patterns in absences? • IEP / Cumulative File • Previous Assessment Information • Academic Assessment Results/Records/ Work samples • Curriculum Based Assessments (Reading/Writing/Math) • State Test Scores • Grades • Work completion (Grade book) • Work samples • Health History/Medical Records

11. Additional Interviews • Selecting interviewees is all about maximizing your valuable time • Full interview v. targeted questions • Know what information you want • Beyond Teacher/Staff in prioritized routine • It’s often helpful to interview additional staff in same routine to compare information (I prefer to interview separately) • In this case the FACTS (including the routines analysis & confirming ABC) can be very helpful

12. Additional Interviews • Additional Interview Options • Teachers/Staff in other routines • Usually start by focusing on 1 routine for intervention planning • Choose staff to interview carefully (prioritizing your time) • Sometimes teachers in other routines can give you information about “What works” & Sometimes this can be helpful • Student • Parents • Other important people in life (counselor, mentor, grandparent, after-school teacher, residential program staff, last year’s teacher, etc.)

13. Student Interview • Planning & timing • To reduce bias during student observation…do the student interview after A-B-C observations • Consider the age of the student • Younger students may not provide useful information • Specific information & benefits of student interview • Goals: • Develop an ABC Summary of Behavior from student’s perspective • Compare w/ teacher/staff information • Identify Setting Events; may be better source than teacher/staff • Can learn about home routines, homework, etc. • Identify Rewards the student could work for • Assess student buy-in to plan and participation

14. Student Interview • Have a plan • Is there specific information you’ve heard previously (from teacher/staff interview or others’ comments) that you would like to get students thoughts/perspective on? • Format of interview • Introduction & establishing rapport • Can make a big different in student receptiveness & participation • FACTS interview format available • May need to revise format if student information or interest is not tracking • Might drop the Routines Analysis & get right to ABC & Setting events • Reduce # of questions & get to it

15. Student Interview • This can also be a good chance to collect information related to student academic skills/deficits • Assess (what student can & can’t do/ will & won’t do): • Curriculum Based Assessments • Reading level • Writing skills/deficits • Math skills/ deficits • Assess student’s willingness to persist and work 1 on 1 • Response to difficult work for them • Response to work that is easier/desired for them

17. Parent Interviews • Information to get in Parent Interview (There is a Parent Interview formavailable): • Specific information to seek during parent interview • Identify child’s strength & interests (pot’l incentives for home & school) • Identify Setting Events • Identify any medical/familial/social issues that may be happening outside of school that may be influencing behavior in school • Identify home routines, schedules & supervision • Identify possibility of collaboration between home and school for interventions • Identify other resources the student/family are receiving or positive persons in student’s life

18. Parent Interview • Have a plan: • Introduction/rapport • Start with positives • Are there any other specific questions that you want follow-up on based on previous information you have obtained? • Do we need any additional medical or health history? • There is a Health History form provided, though you may want to see if your district has a form & what information the district/school may have already collected (check student records)