The Functional Assessment Observation Form (FOF)

The Functional Assessment Observation Form (FOF)

The Funky Form for Function

Robin McGee, PhD

Registered Psychologist

Robin.mcgee@avrsb.ednet.ns.ca

By The End of Today..

1. Know how to fill out the FOF

2. Know how to train a staff to fill out the FOF

3. Do an observation yourself with the FOF

4. Understand where the FOF fits into an FBA process

THE FBA PROCESS(Functional Behaviour Assessment)

Steps

1. Discussion: Guess at Functions- Functional Assessment Interview is an option

2. Use Functional Observation Form

3. Develop Summary Statements

4. Develop Behavior Support Plan with Emphasis on Replacement Behaviors

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

Direct Observation

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

Direct Observation: How?

• Structured

• SIMPLE

• Brief

Direct Observation: When?

Across

• Many settings

• Many times of day

Separate copies of the FOF can be used at home and school

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

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

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

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

Problem Behavior EventsCould be…

a. a single scream

b. an incident lasting 5 minutes with continuous screaming

c. an incident last 10 minutes with several problem behaviors performed multiple times

Counting EVENTS is easier than counting frequency or duration

What is on an FOF?

a. The number of Problem Behavior Events

b. The problem behaviors that occur together

c. The times when PBEs are most and least likely to occur

d. Things that that predict PBEs

e. Guesses about maintaining functions

f. Actual consequences following the PBEs

Section A

• Identification

• Dates

A single form can be used across multiple days

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

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)

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

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

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)

NOT “Traits”

• he did that because he:– “is mean”– “has autism”– “likes toys”

Section F: Actual Consequences

Helps to clarify functions

What actually occurred?

e.g., was told ‘no’put in time outwas redirected

Section G: Comments

Observers:

• Can comment

• Should initial if no PBE occurred

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.)

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

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)

OTHER POINTS

• Ensure safety of recorders

• Data collection should not interfere with service delivery

• Locate form in convenient place

• Use a clipboard

Staff Training Checklist

1. Describe Form & Purpose – different sections2. Provide practice3. Logistics planning:

– Where is the form kept– Who will record– Time intervals determined– Provide consistent definitions of behavior and

predictors4. Troubleshooting: check for consistent

understanding5. Form Revision as necessary

And Now Your Test!

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

Yolanda

• 3 days (Jan 30-Feb 1)

• Identified predictors:– Math– Problem peer proximity

• Consequences:– Verbal redirection– Time-out in corner

Yolanda’s schedule

Time Activity

8:15-8:45 Opening/planning/silent reading

8:45-9:45 Reading/Language Arts group

9:45-10:45 Science/social studies (whole class/small groups)

10:45-11:45 Math (groups, independent work)

11:45-12:30 Lunch and recess

12:30-1:30 Story reading group

1:30-2:30 Independent seat work

2:30-3:15 Art projects

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.

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

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.

Interpreting the FOF

1. Describing Behaviors:Across three days, Yolanda:

• Yelling: ____ of times

• Destoyed materials: ____

• Aggression to peers or staff: ____

What behaviors went together?

Confirming Predictors

1. 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?

Determining Functions

Was there a relationship between consequences and behavior?

Any concerns for Yolanda?

Confirming or Revising Summary Statements: Yolanda

Setting Event

•unknown

Antecedent (predictors)

• math group• left alone•Transition to school

Problem Behavior

• yelling•destroying

Maintaining Consequence

• escape demands in math• getting attention in other classes

ANY VOLUNTEERS?

The End!