In order to get a comprehensive understanding of the problem behaviour and the environment that maintains it, several different assessment tools and sources of information should be accessed. There is no one prescription for the types of information that are to be collected. The tools used must logically suit the context of the presenting problem behaviors. A variety of informal/formal assessment tools may be utilized to provide a picture of the child’s intellectual functioning, adaptive behaviour and/or academic functioning.
|A written plan designed for students requiring tertiary intervention. It is developed based on data collected as part of a Functional Behavioural Assessment (FBA).||Individual Behaviour Support Plan (57 KB)|
|The FBA interview for parents collects information about events that influence problem behavior at home. It helps to identify settings, events, and activities that can be targeted through direct observation at home. It also collects information pertaining to factors that could be helpful in developing intervention plans for a student, such as the student’s learning styles, strengths, interests, and prior successes.||Functional Assessment Interview For Parents (77 KB)|
|The FBA interview for teachers collects information about events that influence problem behavior in school. It helps to identify settings, events, and activities that can be targeted through direct observation in school. It is also an opportunity to collect information about a range of other factors that could be helpful in developing intervention plans for a student, such as the student’s learning styles, strengths, interests, and prior successes||Functional Assessment Interview For Teachers (20 KB)|
|The Student Directed Interview is designed to solicit the student’s perspective regarding one’s behavior, and the variables related to it. It can also provide information about likes, dislikes, preferred activities, and re-inforcers.||Student Directed Functional Assessment Interview (70 KB)|
|An assessment tool to collect anecdotal observational information over the course of several observation periods. As the problem behavior occurs, the observer records events that occurred right before the behavior (antecedents) and events that occurred just after the behavior (consequences). The information gathered in an ABC analysis helps identify events that are maintaining the challenging behavior, appropriate behaviors that are not reinforced, social skills that need to be learned, and environmental conditions that need modification.||ABC Observation Form (14 KB)|
|Event recording is a process for documenting the number of times a behavior occurs in a certain period of time. An observer using event recording makes a tally mark or documents in some way each time a student engages in a target behavior.||Event Recording (20 KB)|
|A teacher based instrument to develop functional hypothesis of the problem behaviors in educational settings.||Problem Behaviour Questionnaire Profile (26 KB)|
|Problem Behaviour Questionnaire – Respondent Information (32 KB)|
|An assessment tool that provides temporal details about challenging behaviors over the course of specific class intervals or specific periods of time. Scatterplot analyses help uncover whether specific behaviors occur around predictable periods of time or activities.||Scatter Plot Observation (Class Intervals) (53 KB)|
|Scatter Plot Observation (5 Minute Intervals) (55 KB)|
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