Functional Assessment Observation Form PDF Details

Understanding and addressing problematic behaviors in educational settings or therapeutic environments is critical for creating positive outcomes for individuals with severe disabilities. The Functional Assessment Observation Form is a meticulously designed tool that aids in this process, enabling practitioners to collect direct observation data effectively. This form is instrumental in validating or disconfirming hypotheses regarding the causes behind specific problem behaviors. For instance, in cases where a behavior, such as a student sticking their tongue out at peers, is under scrutiny, the form helps in determining whether this action is aimed at gaining attention or if it serves another function. It is structured to list problem behaviors, hypothesize predictors or antecedent triggers, identify perceived functions of the problem behavior, and record the actual consequences. Remarkably, this approach emphasizes recording events much rather than merely tallying frequency, facilitating a more nuanced understanding of behaviors. Each problem behavior is counted as a single event, making it simpler to track and analyze. Moreover, if no problem behaviors are observed during a session, the observer indicates this with their initials, ensuring that all data collected reflects accurate observations. Once sufficient data is gathered, the team can then proceed to validate or disconfirm the hypothesis, empowering them with the insight needed to develop effective intervention strategies.

QuestionAnswer
Form NameFunctional Assessment Observation Form
Form Length2 pages
Fillable?No
Fillable fields0
Avg. time to fill out30 sec
Other namesfunctional behavioral assessment pdf, functional assessment, functional assessment observation form, functional assessment form

Form Preview Example

 

 

FUNCTIONAL ASSESSMENT OBSERVATION FORM

 

 

Name:

 

 

 

 

Starting Date:

Ending Date:

Perceived Functions

 

 

Behaviors

Predictors

Get/Obtain

Escape/Avoid

Actual

Consequence

 

 

 

 

 

 

 

 

Comments: (if

 

 

 

 

nothing happened

 

 

 

 

in a period, write

Time

 

 

 

initials)

Totals

Events:

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

O’Neill, R., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment for problem behaviors: A practical handbook (2nd

ed.). Pacific Grove, CA: Brooks/Cole in Snell, M. & Brown, F. (2006). Instruction of students with severe disabilities. Upper Saddle River, NJ: Pearson.

The Functional Assessment Observation form is used to collect direct observation data to validate (or disconfirm) hypothesis. In the above example, Maya’s team member is using the form to validate the team’s hypothesis that Maya is likely to stick her tongue out at peers, yell, spit at them, and/or

hit them during hallway transitions (particularly on Mondays after a weekend break from school) for the function of gaining their attention.

1)The first group of columns on the form lists the problem behaviors

2)The second group of columns lists the hypothesized predictors (antecedent triggers) for the problem behaviors.

3)The next set of columns lists the perceived functions of the problem behavior, organized into two subgroups: (a) get/obtain and (b) escape/avoid. Within each of these subgroups are listed generic functions of problem behavior (e.g., get attention, desired activity/item, self-stimulation, and escape/avoid a demand/request, activity, or person). Finally, the last set of columns provides a place to record actual consequence of a problem behavior (i.e., specific consequent events that occurred when problem behavior occurred).

4)On the Functional Assessment Observation form, problem behaviors are recorded as events, rather than frequency accounts. A single event includes all instances of a problem behavior of a given type (e.g., spitting) that are separated by no more than a 3-minute time gap. Counting behavior events is easier than trying to count every instance of a behavior, particularly with problem behaviors that have hard- to-determine beginnings and endings. Each time a problem behavior event occurs, the data collector records the sequence number of the event (e.g., 1 for the first event that occurred, 2 for the second even that occurred) in each of the relevant columns of the form.

**Note also that when no problem behavior events occur during an observed portion of as student’s routine, the observer simply writes his or her initials in the final column of the form. This makes it clear that although an observation did occur, no problem behavior occurred.

5) Validation (or disconfirming) of the hypothesis can be undertaken once sufficient data have been collected.

O’Neill, R., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment for problem behaviors: A practical handbook (2nd

ed.). Pacific Grove, CA: Brooks/Cole in Snell, M. & Brown, F. (2006). Instruction of students with severe disabilities. Upper Saddle River, NJ: Pearson.

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functional assessment observation form pdf conclusion process described (part 1)

2. Soon after this section is done, go to type in the applicable details in all these: Events, ONeill R Horner R H Albin R W, and Totals.

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