chapter 7

Functional Behavior Assessment

THIS chapter invites educators and parents to take on the transformation of the evaluation process by effectively using a functional analysis of behavior as an ongoing problem-solving approach, where instruction is integrated, and a scientific method is applied. We predict that, with teacher training and understanding of how effective it can be, the functional behavior assessment (FBA) structure will be better utilized for children who are at risk of developing, or are known to have, emotional or behavioral disabilities.

This chapter will explore these questions:

• What is functional behavior assessment?

• What special factors should be considered when evaluating a child?

• How should the parent and school team work together for an effective FBA?

Myth	Truth
If I disagree with my child’s FBA, there is nothing I can do.	As long as a parent understands his rights, he may ask for an Independent Education Evaluation at public expense for FBA.
The FBA will work to help my child right away after it is developed.	The intervention plan that flows from the FBA may need to be revised to see a behavior change over time.
The FBA does not need to involve the parents or behaviors that happen at home.	The FBA should be conducted with full parental partnership, including behaviors seen at home and in the community.
The FBA is a test that is given, and the report is filed in the student folder.	The FBA is a group problem-solving process that is ongoing and involves continuous progress monitoring.
The FBA is not required.	The FBA is required for serious discipline issues and whenever behaviors are part of a child’s suspected or known disability.
There is no approved format for the FBA.	The FBA should include all parts researched to be effective.

The FBA can be a powerful and productive way to view and analyze behaviors. An FBA is a problem-solving activity done by an MDT in close collaboration with a parent. Any child whose behavior is interfering with learning should be considered for this informal assessment. The FBA takes into account the individual and his relationship to the environment and systems in which he lives, with consideration toward individual factors that make an individual unique. The FBA is different from other assessments in that there is no examiner and there is no test or testing sessions. A team and parents conducting the FBA will meet often, collaborate closely, and partner in each step of the FBA.

The FBA process too often is misunderstood and misused by the MDT. Unfortunately, functional assessment of behavior varies widely from school to school, and is not effectively utilized by school teams. Although there has been an explosion of information and research in this area, school districts are not yet efficiently using a functional way to evaluate behavior. This is not surprising because there is no standard format for the FBA and no defined way to conduct it. However, there is a longstanding body of knowledge about how the FBA, using positive behavior supports, methods, and interventions, should take place as a result of data collection. So in some ways, this problem-solving activity has been a longstanding best practice that has been misused and underutilized. Also, too often the FBA is completed by one or two people, and presented to the parent in a meeting. Instead, the parent should be involved in each of the stages of the assessment. The purposes of the FBA include to:

• define how serious the behavior is and how it affects learning;

• quantify with data how long the behavior lasts, when it occurs, and under what condition it occurs;

• find out what sustains the behavior;

• discover why the behavior is occurring; and

• inform the development of the intervention or instruction.

Functional behavior assessment has been defined by different states as “the systematic process of gathering information to guide development of an effective and efficient behavior intervention plan for the problem behavior” (Maryland State Department of Education, 2009, p. 9). When the team effectively works together, includes the parents, and the FBA is done well, the behavior intervention plan will put into place the right interventions. An effective FBA puts the team and parents in the best position to develop a behavior plan that will really work.

The following steps should be included in a successful FBA and are detailed in the sections that follow:

• Define the behavior:

• Define and analyze the interfering behaviors

• Document the discussions

• Develop observable definitions of 2–3 targeted behaviors

• Develop a hypothesis:

• Generate hypotheses about functions or causes of behaviors

• Generate hypotheses about what is happening before and after behavior that may be supporting or reinforcing behavior

• Analyze whether the behavior is due to a skill deficit, a performance deficit, or both

• Consider individual factors that may contribute to the behavior

• Conduct the intervention with fidelity:

• Generate a behavior intervention plan (see Chapter 9)

• Determine interventions to start immediately

• Use the performance on the interventions as part of the assessment

• Collect data:

• Collect data to test the hypotheses

• Decide who will collect data

• Decide how to collect data

• Gather data collection tools

• Reflection:

• Assess whether the hypotheses were correct based on data

• Assess whether the interventions are effective based on data

• Reflect on the previous steps and fill in gaps

• Plan to revise the individual plan, if warranted

• Revision:

• Revise behavior intervention plan, IEP, or 504 Plan

• Revise data collection systems

• Continue or change interventions

• Collect ongoing data and plan to review or revise as needed

• Repeat the process

Tool 7.1, found at the end of this chapter, provides a worksheet that can be used to document each step of the FBA process.

Define the Behavior

An interfering behavior is one that interferes with the child’s learning and the learning of others. The idea behind a well-developed FBA is to discover what factors affect a child’s interfering behavior, why the child is displaying the behavior, and to bring a group of professionals with parents together in a problem-solving, data-gathering activity that will likely lead to the development of an individual student plan. But first, the behavior must be defined, discussed, and analyzed. The way the behavior is defined sets the stage for the rest of the FBA.

Defining the problem is the first step in further evaluation of any problems, whether a child is showing behaviors that are oppositional, defiant, withdrawn, aggressive, or disruptive.

For example, Matthew is a gifted 11-year-old who frequently argues with adults and refuses to follow directions. To his parents, this is disrespectful behavior that he uses to get his own way. To teachers, Matthew appears unmotivated and disinterested. To an outside observer, it’s a communication problem; Matthew may be trying to express his feelings, but does not know how. What actually happens usually is different from perspectives and opinions about what happened. Different perspectives on the same behavior will lead to different ways to describe or express behavior; it is important to define the behavior in observable and measurable terms.

How Matthew’s behaviors are defined will determine which members of the MDT will evaluate him and what tests will be used. If depression is suspected, or part of how the child’s behavior is described, then the team may elect to use different rating scales than if the behavior is defined as defiant behavior. Descriptive terms such as depressed or defiant should be avoided for this reason. Defining the behavior is mostly about using language that is observable, specific, and measurable. Nock and Kurtz (2005) gave a correct example of the proper way to define behaviors: “the number of times Johnnie kicks a classmate’ satisfies the observable criterion, while ‘the number of times Johnnie gets angry’ does not” (p. 362).

Some degree of challenging behaviors in children is normal. Some degree of almost any behavior in humans is normal. So, we must consider the child’s age and the overall behavior expectations of her peers. But we also must consider whether the type and degree of behavior will respond to interventions so the child is served with the right match of type and intensity of interventions. Also, tolerance per teacher or family varies tremendously, so teacher and parent perspective must be considered when analyzing information provided by different individuals (Schwarz, 2004).

Dominique’s wry, sarcastic sense of humor has helped her to survive the losses in her life. She tries to use it, however, when teachers are trying to correct her behavior, or when parents are making her do chores. She has been suspended this year for fighting (another female student looked at her and mumbled something), mouthing off to teachers, leaving the classroom, refusing to follow directions, and a variety of other smaller infractions have landed her in the “school support center,” the district’s in-school suspension program. She cannot complete the stack of work piling up. When she goes to class, the conflict with the other girl starts all over again. Girls are whispering about her. She can’t find her notebook and drops her pens on the floor. She hears more snickering. She is failing the class and did not do the project that was due today. As the bell rings, her teacher tries to stop her to discuss her behavior, and mark her point sheet. Dominique tears up the point sheet, tells the teacher to leave her alone, and storms out of the classroom. The next day, the teacher sends her immediately to the office where an administrator calls her mother for the 18th time so far this year—it’s only November!

Frame the behavior in a positive, objective way. Humans like to make meaning out of events. What means something to one person means something else to another person. Lack of eye contact can mean boredom or, in some cultures, respect. When preparing to collect data, the MDT should remember the idea that teachers and parents look for behaviors as they are defined. If the rule is to walk in the hallway, then teachers are likely to look for and praise walking in the hallway. But if the rule is framed as “don’t run,” the teachers will more likely look for running behavior and issue a consequence. It is important to define the behavior in positive, observable terms, so that evaluation tools will collect the right kind of information. Figure 9 provides examples of the common, incorrect ways behaviors are defined and the more specific, correct ways they should be defined.

Correct Description	Incorrect Description
Puts head down on desk during directions	Unmotivated behavior
Yells, “I hate you!” after given a direction	Manipulative behavior
Comments under breath toward teacher	Disrespectful behavior
Walks out of class and slams the door	Explosive behavior

Figure 9. How behaviors should be defined.

So, instead of targeting unmotivated, manipulative, disrespectful, or explosive behavior, the MDT should strive to target the specific, measurable behavior in the evaluation process. The way the team frames the behavior will affect the way that evaluations are completed, and may ultimately affect the interventions and school plan.

Develop the Hypothesis

There are three aspects of behavior about which the team and parent form hypotheses, which are then confirmed or refuted based on data. The hypothesis stage of the assessment is a three-prong question; the MDT must consider:

1. whether the target behavior is happening because of a skill deficit or performance deficit;

2. what functions the target behavior serves for the child; and

3. whether there are other factors that affect the child’s target behaviors.

The Hypothesis, Prong 1: Skill Deficit
or Performance Deficit?

The team must understand whether a child knows how to perform the desired behavior. A child will not stop calling out or annoying his peers if he does not know how to inhibit his behavior, employ waiting skills, or enter a conversation appropriately. It will not matter how great the reward system and how often he is rewarded for good behavior—if the child does not know how to perform the behavior or skill, a behavior intervention plan will not make a difference.

The team is looking for problems with the child’s academic and behavioral skill level or performance. The reason for this is that if a child does not know how to perform a skill, it won’t matter whether a behavior system is put into place to improve the skill. A common question is whether a child “can’t do” or “won’t do” a task (Duhon et al., 2005). This is a critical question because it can change how a teacher or parent views the child’s behavior. Also, a problem-solving approach for behavior often uncovers an academic problem, which can lead to a reanalysis of the behavior, and hopefully, the addition of academic interventions. The team may conclude that the problem is a learning problem, not a behavior problem. That kind of shift allows a team to understand the child’s behavior as a skill deficit. When the child’s reading or writing skills do not match the task, the child is more likely to exhibit challenging behavior. Or, a study of “explosive” behavior may reveal frustration due to lack of a social skill. That type of skill deficit is common, as well as deficits in executive functioning, self-calming skills, regulation skills, or attention skills. We have found that the majority of behavior problems relate to a skill deficit, and when a student is taught the correct skill, the behavior will diminish.

When the behavior is seen as a performance deficit, the child knows how to interact with others, but has difficulty using the skill in the classroom, playground, or locker room. Reasons for performance deficits can include lack of understanding of how to use the skill in a different environment; interference by emotion, attention, or sensory response; or failure of the child to understand the importance of using the skill. If a performance deficit is uncovered through the FBA, the MDT and parent would craft a different intervention than if a skill deficit is found.

Austin has been suspended 4 times for fighting, with a total of 9 days of suspension, and it’s only February. Austin is the bright kid who wants to have friends, but is isolated at school. In class, he is the first to blurt out something off topic, and he doesn’t seem to follow what the teacher is saying. There are a few peers Austin constantly looks at, for too long a time, and these peers interpret this as confrontational behavior. So, in the hallway, peers push or threaten Austin, and he fights back, receiving in- and out-of-school suspensions, after which he is behind in classwork and further behind in peer relations. Austin’s school team conducts an FBA and discovers that Austin does not know how his behaviors annoy others, and does not have a problem-solving strategy for understanding the succession of behaviors. Through direct instruction in a social skills class, with emphasis on the use of his new skills in the classroom, Austin develops skills to interact with his peers.

The Hypothesis, Prong 2: Functions of Behaviors

The function of a behavior is the purpose that the behavior serves. The FBA process assumes that all behavior serves a purpose, and that the factors that occur before (antecedents), during, and after (consequences) the behavior can be manipulated to improve or diminish behavior. As stated by the Maryland State Department of Education (2009), “Any behavior of an individual is typically characterized as being a practical and efficient act to accomplish a desired purpose” (p. 10). The FBA is designed to understand behavior in the context of its functions or purposes. It is a group activity that involves meeting, collecting data, and analyzing and discussing implications, while changing instructional factors, collecting more data, and identifying instructional and behavior interventions. There are well-known, established functions for human behavior:

• To get something: Some behavior occurs to get attention, approval, or love. Other behaviors occur to get a tangible reward. So, the function of a behavior can be to get an emotion or to get a tangible object.

• To avoid something: Behaviors can occur to avoid disapproval, to avoid responsibility, or to avoid conflict. Other behaviors can occur to avoid a consequence, such as going to work with a cold to avoid a day off without pay. Children display interfering behaviors at times to avoid schoolwork that is too difficult!

• To regulate the body: Some behaviors relate to the body’s internal state. For example, some behaviors occur for sensory stimulation, which could be included in the discussion above about getting something. Self-stimulating behaviors can be used to regulate the body and gain a sense of peace.

• To express or communicate something: Behaviors also can occur for the purpose of communication of an idea, thought, feeling, or attitude. If this is a concern, the MDT may include a speech-language pathologist.

The Hypothesis, Prong 3: Other Factors

Other factors can affect a child’s behavior, including the following:

• regulation and executive functioning skills,

• instructional level of materials,

• teacher skill,

• teacher and student personality and style match (or mismatch),

• family involvement,

• medical or health issues,

• language or communication issues, and

• sensory and motor functioning.

Discussion about these should be included within prongs 1 and 2. For example, a student may have a medical problem that contributes to behavior, which would not be appropriately addressed by a reward system. If students are not challenged, or the work is too difficult, just the mismatch of instructional level alone can cause behavior problems (Burns & Dean, 2005; Gettinger & Seibert, 2002; National Association of School Psychologists, 2005).

Conduct the Intervention With Fidelity

When an intervention is provided with fidelity, the intervention is applied in the way it was researched to work. For example, the use of praise is researched to work, but only when a teacher or parent uses praise specifically, immediately, and at regular intervals. If that way is not followed, the strategy will likely not work. Similarly, behavior systems, reading programs, or any academic or behavioral intervention must be provided with fidelity. Otherwise, the intervention will likely not be useful in helping parents and educators assist students in meeting goals.

Educators should be innovative, creative, and use the child’s strengths and abilities to tailor interventions to meet the child’s needs. The child should be involved, to the extent appropriate, in designing the intervention through the FBA. Choosing motivating reinforcement is not the only reason to involve the child. If the child is showing resistance to the intervention, behaviorally, or via lack of progress through data, the team should intensify the intervention, and assure it is being delivered the way it was intended by trained and highly qualified staff. Keeping the child at the center of the process is key to success.

Collect Data

The definition of behavior, the hypothesis, the intervention, the reflection, and the revision all rely on data to inform the MDT and parent whether the behavior is getting better, worse, or remaining the same, so that the team and parent can make educational decisions. Data, therefore, is an element of evaluation whose importance cannot be underestimated. The team and parent will need to understand the various ways soft and hard data should be collected in a meaningful way. The next section explores other informal methods of evaluation, where we present some of these data collection methods. However, due to the individualized nature of the need for data collection for the FBA, the team may find that the data collection tools need to be developed by the team. Therefore, the MDT may require the participation of a specialist in data analysis. Tool 6.2 can be used to record multiple types of data for data collection.

Figure 10 shows the variety of informal tools available to the MDT as it conducts evaluation of a child’s behavior. The FBA will utilize any number of these and consider formal evaluations together with informal tools.

• Checklists

• Rating scales

• Observation

• Record review

• Behavior while testing

• Interview (e.g., parent, student, provider, teachers)

• Curriculum-based measurement

• Strategic instruction model

• Behavior ratings

• Daily behavior contracts

• Discussion

• Quiz or classroom test

• Computer-based intervention

• Inventories

• Portfolio assessment

• Intervention programs with data collection inherent

• Work samples

• Hard data

• Soft data

• Criterion-based assessment

Figure 10.Various types of informal
data collection tools.

Given the data-involved nature of an effective FBA, the FBA requires a number of various data gathering tools. Data collection tools should yield data that can be analyzed for a variety of reasons, including whether a child is making meaningful progress in the curriculum. These tools can be integrated into the child’s IEP, Behavior Intervention Plan (BIP), or 504 Plan, or for other purposes such as progress monitoring. The data analysis is the heart of the evaluation process. When data are collected, they should reflect sound scientific techniques. Therefore, sometimes specialists or experts are used to collaborate with the MDT process. To measure progress effectively, soft and hard data collection tools can be individually adapted to meet a child’s needs. Soft data is narrative, while hard data is quantitative. Hard data uses numbers and soft data uses words. Both should be considered using a variety of tools.

Observation

Observation is the most common form of data gathering used by parents and educators alike. Observations can vary in structure, purpose, form, and conclusion. Potential pitfalls of evaluation include: observer bias, altering the environment, limited time, observers making incorrect conclusions based on observation, and overall inconsistency of approach. The observer is either familiar to the students and participating in instruction, or not providing instruction and not typically part of the classroom. Observation can be conducted in a way that collects valid and reliable information by:

• assuring that observation includes data,

• comparing observation data with other sources of information,

• rating the behavior observed on same scale used by multiple observers,

• using both rating and narrative approaches (hard and soft data),

• collecting data about the child and his peers for comparison purposes, and

• scheduling and conducting the observation as unobtrusively as possible.

Online Resources/Use of Technology

At http://www.interventioncentral.com, parents and educators can find online data collection and data charting devices and ideas. This is just one way technology can be used to collect data. The following site has a variety of links to resources for parents: http://www.nichcy.org/Pages/behavassess.aspx. The National Association of School Psychologists’ website (http://www.nasponline.org) also provides multiple resources for parents.

Record Reviews

Parents and educators should carefully attend to and regularly review a child’s records. A parent often finds information in the child’s record she has not seen before, such as observations, comments about behavior, or other notes about the child. Also, educators can use the record as a sort of portfolio assessment, if the record is maintained and organized in collaboration with the parent. Records are vital because written documentation forms the basis of a child’s progress, and information used to develop an effective plan for the child is found within a child’s records. If it did not happen in writing, it is as if it didn’t happen! If documentation is organized clearly within a child’s record, the information in the record will be effectively used in the evaluation process.

Interviews

Like observations, interviews are routinely used by teachers and administrators when they talk with a parent on the phone, in a conference, or at a meeting. In a structured interview, the interviewer uses a consistent way to rate the interviewee’s responses and develops questions before the interview. Interviews should allow the responder to answer questions quantitatively (where a score is given) and qualitatively (where a narrative response can be provided). Technology can be used effectively for a variety of purposes in interviews. Video conferencing, meeting online, and various types of phone conference calls can now be used, recorded, and played back. A good example of a parent interview form can be found at http://www.parentsrteacherstoo.com/BehaviorAssessment.pdf.

Rating Scales and Checklists

Rating scales and checklists vary widely in their purposes, validity, reliability, and uses. Rating scales and checklists are inventories given to the student, his teachers, his parents, and other informers to attempt to quantify the seriousness of the behavior and the frequency of duration of behaviors. It is not unusual for children to minimize their own social-emotional concerns, and a sound scale or checklist will adjust and account for that. Some rating scales are well standardized, but others are informal and yield limited information that can be used to compare a child to his peers across the country. Scales and checklists should be provided to a variety of informants, and the results should be seen as only one of many sources of information about a child’s behavioral or emotional needs. Some rating scales are specifically designed to help with diagnosing emotional disturbance, attention problems, autism, or other conditions, and can be used with children with challenging behavior if there is a diagnostic question about the educational disability or diagnosis.

Portfolio or Work Sample Assessment.

Problem-solving sessions, essays, PowerPoint presentations, role-plays, social activity videos, audio recordings of phone calls or discussions, and myriad other creative techniques can be used to create a work sample portfolio. This portfolio can be specific to individual student goals. It should be based on the social skills or other curriculum being used or based on goals set for the child by the team and parents through an individual student plan.

Social Interaction Data, Social Mapping

Social skills mapping can show peer-to-peer interactions in a visual and data-driven way. Social skills anchor charts (Ontario Ministry of Education, 2005) can be used to show students how social skills look and sound. These behaviors can be easily tracked in an observation form or checklist.

Use of A-B-C

Some FBA frameworks have used the ABC charting of behaviors to inform the team and parent about the reasons for behavior and the things that occur after the behavior that maintain the behavior. A stands for antecedent, B for behavior, and C for consequence.

The morning warm-up is too difficult for Suzanne. Each morning, faced by a new warm-up on the board, she feels panic. She fumbles to get out her pencil and starts to copy the board. But like every morning, copying makes her angry and frustrated. “I just can’t do this! I am so stupid!” she thinks. She starts to call out, get out of her seat, and generally disrupt the classroom until the teacher sends her to the guidance counselor’s office. While there, Suzanne happily eats cookies and talks with the counselor for about 20 minutes. When she walks back to class, the teacher is usually leading a class discussion, in which Suzanne happily participates.

Simply put, if the child gets to go to the beloved counselor and eat a cookie after misbehaving, the team may reveal that the trip to the counselor and cookie reinforce the undesired behavior, and this maintains or increases behavior. The team may decide to put a skill training program into place, set goals for success, and allow the trip to the counselor to occur after a goal is met, to reward the desired behavior. This simple example highlights that if there is a simple and connected relationship between antecedent, behavior, and consequence, the ABC method of collecting information may be effective. However, much of the time, behavior is more complex than a simple immediate antecedent, behavior, and consequence sequence. When ABC charting is effective, it is used along with other sources of information to plan for school success.

Curriculum-Based Measurement

Curriculum and assessment are two sides of one hand. When conducted correctly, curriculum-based measurement (CBM) is always a good idea for kids with challenging behaviors. The main problem with curriculum-based measurement is that very few educators understand how to do it in the way it has been researched to work. Another problem is that, for social behavioral skills, schools must be using a social skills curriculum or behavioral curriculum to properly conduct CBM. Curriculum-based measurement is a specific way of using probes or small curriculum-related quizzes for formative (ongoing) assessment of how well a child is learning curriculum. CBM, when used properly, graphs student progress, and can yield information that not only highlights a child’s weaknesses, but also his strengths and interests. The child is involved with setting goals for success, and collecting and graphing data. In this way, CBM can advance the child’s self-awareness, self-advocacy, and self-determination.

Reflection

This step of the FBA requires the team members and parents to meet or otherwise discuss the results of the first four steps. This reflection of the behavior, hypothesis, intervention, and data collection stages allows the team to refine definitions of behavior, hypotheses, or make recommendations for different interventions. Therefore, this stage also should include a review of the BIP, IEP, or 504 Plan. If there is an informal plan in place, the team will review it as well. Follow-up, persons responsible, and discussion should be documented and include answers to these questions:

• Was the team correct in identifying the behaviors that interfere with learning?

• Are additional behaviors seen?

• Is the behavior defined correctly?

• Were all three parts of the hypothesis correct?

• Is there a need for a different intervention or adjustments in the intervention?

• Are there any additional areas for reflection before revising the plans?

Revision

Either the evaluations or the interventions are revised during this stage. The team revises the FBA, the individual student plan, or the student evaluation plan. Sometimes, this process generates discussion about the need for additional information. Once the team and parent are satisfied with the reflection of the FBA, the team should review the entire evaluation process, and consider the need for reevaluation as needed. In the reflection stage, the team may consider reevaluation in the context of to what extent the original diagnostic questions were answered.

Legal Tip

Reevaluation discussion must occur every 3 years. But reevaluation can occur up to one time per year or more often if the school district and parent agree.

The next chapter is about how evaluations are used to make decisions as to whether or not a child qualifies for an individual student plan for services, accommodation, and special instruction techniques.

Tool 7.1

A Successful FBA Worksheet

Team Members:______________________________________________

________________________________________________________

________________________________________________________

Steps to a Successful Functional Behavior Assessment

Step 1: The Behavior—Analyze It!

Multidisciplinary Team Actions:

• Define and analyze the interfering behaviors:

• Target Behavior 1: ____________________________________

• Target Behavior 2: ____________________________________

• Target Behavior 3: ____________________________________

Step 2: The Hypothesis—Develop It!

Multidisciplinary Team Actions:

• Hypothesis for Behavior 1:_____________________________________
_______________________________________________

• Hypothesis Part 1/3: Skill Deficit or performance deficit, or both, and why?
____________________________________________
____________________________________________

• Hypothesis Part 2/3: Function of behavior? Circle and explain:

• To get something______________________________

• To avoid something______________________________

• Internal or sensory factors______________________________

• To communicate something______________________________

• Hypothesis Part 3/3: What are other factors to consider? Circle and explain:

Regulation and executive functioning skills	Instructional level of materials	Teacher skill	Teacher and student personality and style match
Family involvement	Medical or health issues	Language and communication needs	Sensory and motor functioning

_________________________________________________

_________________________________________________

_________________________________________________

The Intervention—Do It With Fidelity!

Multidisciplinary Team Actions:

Generate behavior intervention plan. (See Chapter 9)

Determine interventions to start now, per behavior intervention plan

Use the performance on the intervention as part of the assessment

The Data—Collect It!

Multidisciplinary Team Actions:

• Who will collect the data?_____________________________

• How will they collect the data?_____________________________

Data collection tools gathered

Data are collected

The Reflection—Mirror It!

Multidisciplinary Team Actions:

• Were the hypotheses correct, based on data? What else should be done?
_________________________________________________
_________________________________________________

• Were the interventions effective, based on data? What else
should be done?________________________________________
_____________________________________________

• Reflect on the previous steps. What gaps need to be filled?
___________________________________________
___________________________________________

• How should the individual plan be revised?_________________
_____________________________________________

The Revision—Change it!

Multidisciplinary Team Actions:

Revise BIP, IEP, or 504 Plan

Revise data collection systems

Continue or change interventions

Ongoing—collect data and plan to review or revise as needed

Tool 7.2

Data Collection Tool

Identifying Information:

Name: _______________________________________________

Date of birth: ________________________ Grade: __________

School attending: _______________________________________________

Age: ________ ID number (when applicable): ________________________

Date of evaluation: ___________________ Date of report: __________________

Reason for Referral:

Why is the assessment being conducted? ________________________________

____________________________________

____________________________________

Background Information:

Previous assessment results: _________________________________

____________________________________

____________________________________

Educational history: ___________________________________

____________________________________

____________________________________

School functioning: _______________________________________

____________________________________

____________________________________

Birth and developmental history: _____________________________

__________________________________________

__________________________________________

Diagnoses and special education eligibility decisions: ________________

__________________________________________

__________________________________________

Current school program information: _______________________

__________________________________________

__________________________________________

Tests/Tools Administered:

Record review completed by: _____________________________

Notes on record review: ____________________________________

__________________________________________

__________________________________________

Names of formal assessments: _______________________________________

__________________________________________

__________________________________________

Names of informal assessments: _____________________________________

__________________________________________

__________________________________________

Interviews completed with: __________________________________________

__________________________________________

__________________________________________

Notes on interviews: _______________________________________________

__________________________________________

__________________________________________

Behavioral Observations/Testing Behaviors:

Describe testing behaviors (including statements of attention to task, concentration, behaviors when more difficult items were presented, how the child responded to examiner, how the child followed directions, and any unusual behaviors noted):

__________________________________________

__________________________________________

__________________________________________

__________________________________________

Statement of Validity:

Given testing behaviors, did the results derived appear to adequately reflect current performance? Create a statement expressing this:

__________________________________________

__________________________________________

__________________________________________

__________________________________________

Examples:

“Therefore, these results are judged to be a valid and reliable reflection of the student’s functioning.”

“The following results appear to reflect John’s level of academic achievement at this time.”

Results of Testing:

Name each test and subtest administered: ________________________________

__________________________________________

__________________________________________

What did the subtests measure? _ ____________________________________

__________________________________________

__________________________________________

Describe strengths and weaknesses of the tests: ___________________________

__________________________________________

__________________________________________

Describe examples of errors made: ______________________

__________________________________________

__________________________________________

Student’s standard scores and percentile rank: ____________________________

__________________________________________

__________________________________________

What do the scores mean (average, below average, deficient, above average,
superior range of functioning)? ____________________________________

__________________________________________

__________________________________________

Describe performance on each subtest separately: _ _______________________

__________________________________________

__________________________________________

Summary:

Based on the testing results, what are the student’s strengths and needs? ______

__________________________________________

__________________________________________

__________________________________________

Recommendations:

What do you recommend to address areas of need? This is the section to include strategies, accommodations, modifications, and recommended instructional interventions.

__________________________________________

__________________________________________

__________________________________________

This report should be signed and dated. Score print outs should be attached. Raw scores and protocols should be made available.