The Functional Assessment Observation Form (FOF)

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The Functional Assessment Observation Form (FOF)

• The Funky Form for Function
• Robin McGee, PhD
• Registered Psychologist
• Robin.mcgee_at_avrsb.ednet.ns.ca

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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

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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

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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

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Direct Observation

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

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Direct Observation How?

• Structured
• SIMPLE
• Brief

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Direct Observation When?

• Across
• Many settings
• Many times of day
• Separate copies of the FOF can be used at home
  and school

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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

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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

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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

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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

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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

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What is on an FOF?

1. The number of Problem Behavior Events
2. The problem behaviors that occur together
3. The times when PBEs are most and least likely to
   occur
4. Things that that predict PBEs
5. Guesses about maintaining functions
6. Actual consequences following the PBEs

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Section A

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

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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

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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)

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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

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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

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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)

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NOT Traits

• he did that because he
• is mean
• has autism
• likes toys

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Section F Actual Consequences

• Helps to clarify functions
• What actually occurred?
• e.g., was told no
• put in time out
• was redirected

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Section G Comments

• Observers
• Can comment
• Should initial if no PBE occurred

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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.)

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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

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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)

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OTHER POINTS

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

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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

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And Now Your Test!
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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

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Yolanda

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

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Yolandas schedule
Time Activity
815-845 Opening/planning/silent reading
845-945 Reading/Language Arts group
945-1045 Science/social studies (whole class/small groups)
1045-1145 Math (groups, independent work)
1145-1230 Lunch and recess
1230-130 Story reading group
130-230 Independent seat work
230-315 Art projects
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Jan 30th

• 834 yelled loudly. No one was working with or
  talking to her. For attention. Verbally
  redirected
• 950 kicked peer on the leg. Social studies
  group. No clear function. Time out.
• 1115 tore book and slapped teachers arm. Math
  group. Escape tasks. Verbally redirected
• 211 Yelled out. Seat work period. Get attention.
  Ignored.

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Jan 31

• 840 yelled and hit peer. No one talking/working
  with. Attention. Verbal redirect and sent to
  corner
• 1048 yelled and swept books off desk. Math
  worksheet period. Escape tasks. Verbal redirect
• 1245 stepped on teachers foot. Story reading
  group. Get attention. Verbal redirect
• 142 yelled out. Seat work period. Get attention.
  Verbal redirect

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Feb 1

• 1140 Tear worksheets. Math group. Escape tasks.
  Verbal redirect
• 1215 Hit peer. Playing alone. Get attention.
  Verbal redirect.
• 245 yelled out. Silent art project. Get
  attention. Verbal redirect.

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Interpreting the FOF

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

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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?

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Determining Functions

• Was there a relationship between consequences and
  behavior?
• Any concerns for Yolanda?

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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
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ANY VOLUNTEERS?
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The End!