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• Cover
• The Guilford Practical Intervention in the Schools Series
• Title Page
• Copyright Page
• Dedication
• About the Authors
• Foreword
• Preface
• Acknowledgments
• Contents
• 1. Introduction to Functional Behavioral Assessment
• A Functional Perspective
• What Is FBA?
• FBA Methods
• Indirect Assessment
• Descriptive Assessment
• Experimental Analysis
• Treatment Analysis
• FBA and Philosophy
• Philosophical Doubt
• Empiricism
• Interactionism
• Behavioral Compassion
• Behavioral Empathy
• FBA and Problem Solving
• Phase 1: Identification and Description of Interfering Behavior
• Phase 2: Recording Current Levels of Interfering Behaviors
• Phase 3: Identifying and Describing Antecedent, Consequence, and Associated Variables
• Phase 4: Conceptual Synthesis
• Phase 5: Linking Assessment Data to Interventions
• Phase 6: Implementation
• Phase 7: Progress Monitoring
• Summary
• 2. Professional Standards and Ethical Considerations
• National Association of School Psychologists
• Behavior Analyst Certification Board
• Who Is Qualified to Conduct an FBA?
• Behavioral Skills Training to Promote and Maintain FBA Competencies
• Resources to Support and Evaluate Competencies in FBA
• Functional Behavioral Assessment Competency Scale
• Functional Behavioral Assessment Procedural Checklist
• Summary
• Form 2.1. Functional Behavioral Assessment Competency Scale (FBACS)
• Form 2.2. Functional Behavioral Assessment Procedural Checklist (FBAPC)
• Form 2.3. Functional Behavioral Assessment Informed Consent Form
• 3. Conceptual Foundations of Functional Behavioral Assessment
• Functional Antecedents and Consequences
• Consequence Variables
• Positive Reinforcement
• Negative Reinforcement
• Individually Mediated, Socially Mediated, and Automatic Reinforcement
• Antecedent Variables
• Discriminative Stimuli
• Motivating Operations
• SDs and MOs
• Antecedents and Consequences: A Summary
• Additional Behavior-Analytic Terms and Concepts
• Response Classes (When It Rains . . . It Pours)
• Response Class Hierarchies (First the Sky Darkens, Then There Is Thunder and Lightning Followed by a Light Rain . . . Then It Pours)
• The Matching Law
• Summary
• 4. Behavior Analysis of Medical Conditions, Emotions, and Thoughts
• Biological and Medical Influences on Behavior
• How Exactly Do Biological and Medical Variables Affect Interfering Behaviors?
• The Influence of Emotions on Behavior
• How Exactly Do Emotions Affect Interfering Behaviors?
• The Influence of Thoughts on Behavior
• How Exactly Do Thoughts (Covert Verbal Behaviors) Affect Interfering Behaviors?
• Summary
• 5. Executive Skills
• Executive Skills: A Brief Introduction
• Executive Skills Intervention
• Intervention Example 1: Response Inhibition
• Intervention Example 2: Flexibility
• Summary
• Form 5.1. Executive Skills Questionnaire for Parents/Teachers
• Form 5.2. Executive Skills Questionnaire for Students
• Form 5.3. Executive Skills Problem Checklist, Elementary Version—Teacher
• Form 5.4. Executive Skills Problem Checklist, Middle/High School Version
• Form 5.5. Executive Skills Problem Checklist, Elementary Version—Parents
• 6. The Behavior-Analytic Problem-Solving Model
• Rationale for the BAPS Model
• The Evolution of Conceptual Models
• The Three-Term Conceptual Model
• The Four-Term Conceptual Model
• The Five-Term Conceptual Model
• The Eight-Term Conceptual Model
• Components of the BAPS Model
• Interfering Behavior
• Context
• Personal Characteristics
• Skill Delays/Deficits
• Motivational Triggers (MOs)
• Sources of Reinforcement (SDs)
• Reinforcing Consequences
• Parameters of Reinforcement
• Summary
• Using the Behavior-Analytic Problem Solving: Assessment Results Recording Form
• Step 1: Interfering Behavior
• Step 2: Context
• Step 3: Reinforcing Consequences
• Step 4: Motivational Triggers (MOs)
• Step 5: Sources of Reinforcement (SDs)
• Step 6: Personal Characteristics
• Step 7: Skill Delays/Deficits
• Step 8: Parameters of Reinforcement
• Case Examples of the BAPS Model
• The Case of the Missing Snack
• Additional Case Examples
• Communicating FBA Results and Recommendations Using the BAPS Model
• BAPS Revelations
• Summary
• Summary
• Form 6.1. Behavior-Analytic Problem Solving: Assessment Results
• 7. Indirect Functional Behavioral Assessment
• Indirect FBA
• Considerations for Evaluators Conducting Indirect FBAs
• Indirect FBA Procedures
• Review of Records
• Analysis of Rating Scale Results
• Interviews
• Behavior-Analytic Problem-Solving Interview
• Behavioral Stream Interview
• Summary
• Form 7.1. Behavior-Analytic Problem-Solving Interview (BAPS-I)
• 8. Descriptive Functional Behavioral Assessment
• Defining Behavior
• Recording Behavior
• Frequency Recording
• Duration Recording
• Latency Recording
• Interval Recording
• Performance-Based Behavior Recordings
• Conducting Descriptive FBAs
• Functional Behavioral Assessment Observation Form
• Incident-Based Functional Assessment Form
• Conditional Probability Record
• Interval Recording Procedure
• Task Analysis Recording Procedure
• Comparing and Contrasting Descriptive FBA Procedures
• Summary
• Case Example: Indirect and Descriptive FBA
• Background Information
• Critique of Previous Evaluations
• Presenting Referral Concerns
• The Functional Behavioral Assessment Process
• Recommendations
• Case Outcomes
• Form 8.1. Functional Behavioral Assessment Observation Form (FBAOF)
• Form 8.2. Incident-Based Functional Assessment Form (IBFAF)
• Form 8.3. Conditional Probability Record (CPR)
• Form 8.4. Interval Recording Procedure (IRP)
• 9. Experimental Functional Behavioral Assessment
• Extended Functional Analysis
• Considerations
• Case Example of Extended Functional Analysis
• Brief Functional Analysis
• Case Example of Brief Functional Analysis
• Trial-Based Functional Analysis
• Case Example of Trial-Based Functional Analysis
• Synthesized Functional Analysis
• Case Example of Synthesized Functional Analysis
• Structural Analysis
• Case Example of Structural Analysis
• Summary
• Form 9.1. Task Difficulty Antecedent Analysis Form
• 10. Preference Assessment and Experimental Analysis of Reinforcer Effectiveness
• Preference Assessment
• Indirect Assessment of Potential Reinforcers
• Descriptive Assessment of Potential Reinforcers
• Preference Assessment Considerations
• Experimental Analysis of Reinforcer Effectiveness
• Case Example
• Summary
• 11. Function-Based Interventions
• Antecedent Interventions
• Linking FBA Results to Antecedent Interventions
• Teaching and Reinforcement-Based Interventions
• Linking FBA Results to Teaching and Reinforcement-Based Strategies
• Consequence-Based Strategies to Reduce Interfering Behavior
• Linking FBA Results to Consequence-Based Strategies to Reduce Interfering Behavior
• Behavior-Analytic Problem Solving: Function-Focused Intervention
• Using the Behavior-Analytic Problem Solving: Function-Focused Intervention Planning Tool
• Case Example of Function-Focused Planning
• Summary
• Form 11.1. Behavior-Analytic Problem Solving: Function-Focused Intervention
• 12. Treatment Analysis
• Treatment Effectiveness Assessment
• Case Example of Treatment Effectiveness Assessment
• Treatment Comparison Analysis
• Case Examples of Treatment Comparison Analyses
• Summary
• 13. Functional Behavioral Assessment Report Templates and Examples
• The FBA Report Template
• Identifying Information
• Evaluation Dates
• Reason for Referral
• Purposes of the FBA
• Description of Assessment Procedures
• Relevant Background Information
• Results: Identification and Description of Interfering Behaviors
• Results: Documentation of Current Levels of Interfering Behaviors
• Results: Graphic Display of Interfering Behaviors
• Results: Behavior-Analytic Interviews
• Results: Behavior-Analytic Observations
• Results: Experimental Analyses
• Synthesis of Results
• Results: Behavior-Analytic Treatment Assessments
• Summary
• Interpretive Session with Parent(s)/Guardian(s)
• Recommendations for the Team’s Consideration
• Summary
• Form 13.1. Behavioral Assessment Report
• 14. Applied Learning Experiences
• Applied Learning Experience 1: Identifying, Describing, and Recording Behavior
• Identifying Behavior
• Describing Behavior
• Selecting a Behavior Recording Procedure
• Using the Behavior Recording Procedure
• Interpreting the Behavior Recording Procedure Data
• Applied Learning Experience 2: Behavior Recording Practice
• Applied Learning Experience 3: Interobserver Agreement (IOA)
• Applied Learning Experience 4: Four-Term Contingency
• Applied Learning Experience 5: Four-Term Contingency
• Applied Learning Experience 6: Four-Term Contingency
• Applied Learning Experience 7: Behavior-Analytic Interview (Role Play)
• Applied Learning Experience 8: Behavior-Analytic Interview (Actual Case)
• Applied Learning Experience 9: Designing the Interval Recording Procedure (IRP)
• Applied Learning Experience 10: Implementing the IRP
• Applied Learning Experience 11: Behavior-Analytic Observation
• Applied Learning Experience 12: Designing Experimental Analyses
• Applied Learning Experience 13: Conducting Experimental Analyses
• Applied Learning Experience 14: Behavior-Analytic Problem Solving (BAPS) and Case Conceptualization
• Applied Learning Experience 15: Identifying Reinforcers
• Applied Learning Experience 16: Behavior-Analytic Problem Solving (BAPS) and Function-Focused Intervention
• Applied Learning Experience 17: Treatment Analysis (Treatment Effectiveness)
• Applied Learning Experience 18: Treatment Analysis (Treatment Comparison)
• Applied Learning Experience 19: Explaining Assessment Results and Recommendations
• Applied Learning Experience 20: Consultation, Training, and Supervision
• Summary
• 15. It’s the Final Chapter
• Case Examples of Pliable and Flexible FBAs
• The Suspended Student
• Several Target Behaviors
• Uninformed Consent and Tardiness
• The English Language Learner
• It Takes a Village
• Low-Rate, High-Intensity Behaviors and Variables That Are Unethical to Manipulate
• Peer-Mediated Reinforcement
• Parting Shots
• Appendix. Functional Behavioral Assessment Rating Scale (FuBARS)
• References
• Index
• About Guilford Press
• Discover Related Guilford Books