Instruction in Functional Assessment, 2014a
Instruction in Functional Assessment, 2014a
Instruction in Functional Assessment, 2014a
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<strong>Instruction</strong> <strong>in</strong> <strong>Functional</strong> <strong>Assessment</strong> Chapter 2<br />
Table 6<br />
Example of Time Chart Data Sheet<br />
M T W Th F S S<br />
7:00<br />
8:00<br />
9:00 X<br />
10:00 X X X<br />
11:00 X X<br />
12:00<br />
1:00<br />
2:00<br />
3:00<br />
4:00<br />
5:00<br />
6:00<br />
7:00<br />
8:00<br />
9:00<br />
10:00<br />
X = at least one <strong>in</strong>stance of the behavior<br />
Data is collected on the antecedents, behavior, and consequences (the ABCS OF BE-<br />
HAVIOR) as they unfold <strong>in</strong> the situation where the challeng<strong>in</strong>g behavior most often occurs.<br />
This procedure of writ<strong>in</strong>g down <strong>in</strong> as much detail and objective a manner as possible is<br />
called ABC FUNCTIONAL ASSESSMENT. An ABC functional assessment often takes place<br />
<strong>in</strong> multiple sett<strong>in</strong>gs or under different conditions (e.g., dur<strong>in</strong>g math, language, or physical<br />
education <strong>in</strong>struction) so as to provide similar and contrast<strong>in</strong>g <strong>in</strong>formation about the situations<br />
where the challeng<strong>in</strong>g behaviors are likely to occur. The degree of consistency <strong>in</strong><br />
co-occurrence of certa<strong>in</strong> antecedents and/or consequences with the challeng<strong>in</strong>g behavior<br />
across 30-60-m<strong>in</strong> sessions held across 5 or more days is analyzed. These data may also<br />
serve as basel<strong>in</strong>e <strong>in</strong>formation to compare the effects of later implementation of treatments<br />
to decrease the <strong>in</strong>dividual’s challeng<strong>in</strong>g behavior. Teachers, families, or staff may record<br />
the circumstances surround<strong>in</strong>g the <strong>in</strong>dividual’s challeng<strong>in</strong>g behavior. For <strong>in</strong>stance, Annette<br />
may scream when adults around her are talk<strong>in</strong>g and when she does this, an adult typically<br />
asks her to be quiet. Examples of antecedents with<strong>in</strong> the learn<strong>in</strong>g environment may <strong>in</strong>clude<br />
<strong>in</strong>structional content, teacher proximity, and peer <strong>in</strong>teractions. Positive re<strong>in</strong>forcers for the<br />
challeng<strong>in</strong>g behavior may <strong>in</strong>clude certa<strong>in</strong> language, gestures, removal of demands, physical<br />
touch, or eye contact by teachers or other students. See Table 7 for an example of an ABC<br />
record<strong>in</strong>g data sheet.<br />
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