The Functional Assessment Observation Form (FOF)

1. The Functional Assessment Observation Form (FOF) The Funky Form for Function Robin McGee, PhD Registered Psychologist Robin.mcgee@avrsb.ednet.ns.ca

2. By The End of Today.. • Know how to fill out the FOF • Know how to train a staff to fill out the FOF • Do an observation yourself with the FOF • Understand where the FOF fits into an FBA process

4. THE FBA PROCESS(Functional Behaviour Assessment) Steps • Discussion: Guess at Functions - Functional Assessment Interview is an option • Use Functional Observation Form • Develop Summary Statements • Develop Behavior Support Plan with Emphasis on Replacement Behaviors

5. Direct Observation: Why? • We guess about the predictors and maintainers of behavior • We collect data to validate and clarify our guesses about what predicts and maintains behavior

6. Direct Observation • Going beyond notes, stories, impressions, back and forth logs, journals, letters, “parachuted” observers……

7. Direct Observation: How? • Structured • SIMPLE • Brief

8. Direct Observation: When? Across • Many settings • Many times of day Separate copies of the FOF can be used at home and school

9. FOF: When? Designed for use with behaviors with: • Low to Moderate frequency (fewer than 20 times a day) If the behavior is higher frequency: • use time sampling (e.g., one 15 minute block in a 1-hour period) • Employ personnel backup

10. Direct Observation: Who? • Those most directly involved with child • Designate one person be the recorder for a designated time period • Train all recorders! Training takes about 45 minutes

11. FOF Observation: How Long? • Until clear patterns have emerged • Requires a minimum of 15-20 occurrences of the problem behavior • Recommendation: Minimum of 2-5 days • Re-observing may be necessary

12. The FOF: What does it do? • Form is organized around Problem Behavior Events • An event is NOT a single occurrence An Event is: • ALL the problem behaviors in an incident that begins with a problem behavior and ends after 3 minute of no problem behavior

13. Problem Behavior EventsCould be… • a single scream • an incident lasting 5 minutes with continuous screaming • an incident last 10 minutes with several problem behaviors performed multiple times Counting EVENTS is easier than counting frequency or duration

14. What is on an FOF? • The number of Problem Behavior Events • The problem behaviors that occur together • The times when PBEs are most and least likely to occur • Things that that predict PBEs • Guesses about maintaining functions • Actual consequences following the PBEs

16. Section A • Identification • Dates A single form can be used across multiple days

18. Section B: Time Intervals Can be organized into: • specific times • Specific activities • Can be unequal time blocks depending on frequency • Has a row for summarizing the frequency of behaviors or incidents

20. Section C: Behaviors • List the individual behaviors you have identified for monitoring • Can list positive behaviors • Can break behaviors into low or high intensity types (list as separate behaviors) • Regular combinations can be within a single behavior notation (e.g., tantrum)

22. Section D: Predictors • List important events or stimuli identified as potential predictors (typically, antecedents) • Built-in with several from the literature: • Demands/Requests • Difficult tasks • Transitions • Interruptions • Being left alone

24. More on Predictors • Names of people present (adults, classmates) • Particular tasks (math worksheets) • Conditions (e.g., noisy, crowded) • Can add “Do not know” or “unclear” • Can include setting events

26. Section E: Perceived Function Observers take their “best guess” From the literature: Obtaining desired things (stimulation, attention, specific items or activities) Escaping (people, activities, work)

28. NOT “Traits” • he did that because he: • “is mean” • “has autism” • “likes toys”

29. Section F: Actual Consequences Helps to clarify functions What actually occurred? e.g., was told ‘no’ put in time out was redirected

31. Section G: Comments Observers: • Can comment • Should initial if no PBE occurred

33. Section H: Event & Date Record Keeps track of number and date of PBEs Shows events comprising one or more problem behaviors First time of a PBE, recorder puts “1” in all the relevant boxes, but also strikes off “1” in section H – 2 is the second occurrence, 3 is the third etc.)

35. Section H: Event and Date Record • Use hatch marks to show last event of the day – show date below • Continue next day by using the first unused number in the row in Section H

36. Section H: Event & Date Record • Can help in linking events, behaviors, functions, consequences & timing. • Helps identify RESPONSE CLASS (e.g., behaviors that have the same function)

38. OTHER POINTS • Ensure safety of recorders • Data collection should not interfere with service delivery • Locate form in convenient place • Use a clipboard

39. Staff Training Checklist • Describe Form & Purpose – different sections • Provide practice • Logistics planning: • Where is the form kept • Who will record • Time intervals determined • Provide consistent definitions of behavior and predictors • Troubleshooting: check for consistent understanding • Form Revision as necessary

40. And Now Your Test!

41. Yolanda • 8 years old • Regular grade 3 • Can do grade level LA but weak in math • “Set off” by certain peers • Primary behavior problems • Hitting/kicking staff and peers • Yelling • Destroying materials

42. Yolanda • 3 days (Jan 30-Feb 1) • Identified predictors: • Math • Problem peer proximity • Consequences: • Verbal redirection • Time-out in corner

43. Yolanda’s schedule

44. Jan 30th 8:34 yelled loudly. No one was working with or talking to her. For attention. Verbally redirected 9:50 kicked peer on the leg. Social studies group. No clear function. Time out. 11:15 tore book and slapped teachers arm. Math group. Escape tasks. Verbally redirected 2:11 Yelled out. Seat work period. Get attention. Ignored.

45. Jan 31 8:40 yelled and hit peer. No one talking/working with. Attention. Verbal redirect and sent to corner 10:48 yelled and swept books off desk. Math worksheet period. Escape tasks. Verbal redirect 12:45 stepped on teacher’s foot. Story reading group. Get attention. Verbal redirect 1:42 yelled out. Seat work period. Get attention. Verbal redirect

46. Feb 1 11:40 Tear worksheets. Math group. Escape tasks. Verbal redirect 12:15 Hit peer. Playing alone. Get attention. Verbal redirect. 2:45 yelled out. Silent art project. Get attention. Verbal redirect.

48. Interpreting the FOF • Describing Behaviors: Across three days, Yolanda: • Yelling: ____ of times • Destoyed materials: ____ • Aggression to peers or staff: ____ What behaviors went together?

49. Confirming Predictors • Consider time periods, activities, and events that are predictive of occurrence. For Yolanda, what patterns were associated with yelling? With destruction? With aggression? What periods were problem-free?