Beth Montick

SPED 743: Functional Behavioral Assessment, Positive Behavior Support, and Classroom
Management
FABI Assignment Completion Checklists 1-5

Completion Checklist
Step 1: Identifying students who need a FABI
Team Number _____

Note: Due to lack of access to a school setting, I will be completing this assignment using a
home setting and work with a student who has difficulty completing academic tasks at
home.

School: ___N/A_________ District: ___N/A_________ Date: ________________

Team Members:

1. __Beth Montick__________________

Coach or Instructor: ____________________________________

Step 1: Identifying students who need an FABI

Directions: Complete step one, see notes in RED.

Check when Item

completed
Communicate with parents and secure permission to conduct the
Functional Assessment based intervention (use your district
Estimated Time: 1 week

procedures and forms for subsequent students).

*For SPED 743, turn in signed principal/director, teacher/facilitator,
Start Date: _____
End Date:_____

parent, and student permission forms (on University of Kansas [KU]

Letter head) for project case to instructors. Do not post in canvas.
Talk to the student to answer questions (assent according to your
district procedures)

Complete, confirm, and turn in Referral Checklist: Functional

Assessment-Based Interventions (HO1)
(Post using student initials only)

Considerations for need:

1. _No__ Does the students behavior impede his or her learning or the learning of other? Or, does
the student pose a threat to him or herself or others (Drasgow & Yell, 2001)?

2. _No__ Has the student been non-responsive to other intervention efforts?

Form Updated: April 24, 2017

From Lane, K. L., & Oakes, W. P. (2014). Building efficiencies in functional assessment-based
interventions: A focus on training and coaching. Manuscript in preparation.
1
Beth Montick
SPED 743: Functional Behavioral Assessment, Positive Behavior Support, and Classroom
Management
FABI Assignment Completion Checklists 1-5

3. _NO_ Does the student have multiple risk factors (e.g., harsh and inconsistent parenting or high
mobility) making him or her more susceptible to school failure and/or dangerous behavior?

4. _NO__ Has the student been (a) placed in an alternative setting for behavior dangerous to him or
herself or others (b) placed in an alternative setting for 45 days due to drug or weapons
violations? Or (c), has the student been suspended from school for more than 10 days or has that
suspension resulted in a change in placement (Drasgow & Yell, 2001)?

*If you answered yes to the first three questions, a FABI may be warranted. If you answered yes to
the fourth question, a FABI is mandated by the Individuals with Disabilities Act (IDEA, 2004).

Form Updated: April 24, 2017

From Lane, K. L., & Oakes, W. P. (2014). Building efficiencies in functional assessment-based
interventions: A focus on training and coaching. Manuscript in preparation.
2
Beth Montick
SPED 743: Functional Behavioral Assessment, Positive Behavior Support, and Classroom
Management
FABI Assignment Completion Checklists 1-5

Step 2: Conducting the functional assessment

Directions: Complete step two, see notes in RED.

Note: *Shaded rows are not required for SPED 743, but are recommended as regular practices.

Check when Item

completed
Complete, confirm, and turn in Data collected from Informal Observation:
Classroom Map; copy of PBIS plan; instructional schedule; classwide
system for behavior management (Posted )
Complete, confirm, and turn in Universal Checklist HO A (Posted)

Step 2.1 Records Review

Complete HO 2 and 3 SARS Forms
(Posted)
Step 2.2 Interviews
Complete, confirm, and turn in HO 4 Teacher Interview, including
operational definition of target behavior
(Posted)
Complete and confirm HO 6 FABI Planning for Target Behavior with
operational definition [Confirmed with Coach]
(do not post as this is a document in progress)
Complete, confirm, and turn in HO 4 Parent Interview
(Posted)
Complete, confirm, and turn in HO 7 Student Interview
(Posted)
Step 2.3 Rating Scales
Review, confirm, and turn in Social Skills Improvement System Rating
Scale (Teacher Version); Scored by Coach;
Report (Post the output of the report generated by the coach, make certain this
does not any identifying information)
Review, confirm, and turn in Social Skills Improvement System Rating
Scale (Parent Version); Scored by Coach;
Report (Post the output of the report generated by the coach, make certain this
does not any identifying information)

Form Updated: April 24, 2017

From Lane, K. L., & Oakes, W. P. (2014). Building efficiencies in functional assessment-based
interventions: A focus on training and coaching. Manuscript in preparation.
3
Beth Montick
SPED 743: Functional Behavioral Assessment, Positive Behavior Support, and Classroom
Management
FABI Assignment Completion Checklists 1-5

Check when Item

completed
Step 2.4 Direct Observation (A-B-C Data Collection)
Review, confirm, and turn in HO 8 A-B-C data (data collection form); write
N=1/hours in the number of hours (N = 3) you collected A-B-C and the number of
__/instances instances (N = 8 minimum) you saw the target behavior occur (Check that data
and time are recorded).
(Posted )

*For SPED 743, please conduct a minimum of one hour of A-B-C data. Please
remember to complete your direct observation in the setting of interest (e.g.,
where you will be implementing the intervention)
Step 2.5 Identify the Function
Write and confirm HO 6, p. 3 Function Matrix, include a hypothesis
statement as to what is maintaining the behavior
(Posted )
Complete, confirm, and turn in HO 6 FABI Planning for Replacement
Behavior with operational definitions [Confirmed with Coach]
(Posted )
Complete and turn this checklist into your instructor. (To clarify: Complete HO
6 pp. 1-3 up to function matrix and hypothesis. You will be given feedback on
your progress prior to completing subsequent pages.)

Form Updated: April 24, 2017

From Lane, K. L., & Oakes, W. P. (2014). Building efficiencies in functional assessment-based
interventions: A focus on training and coaching. Manuscript in preparation.
4
Beth Montick
SPED 743: Functional Behavioral Assessment, Positive Behavior Support, and Classroom
Management
FABI Assignment Completion Checklists 1-5

Step 3: Collecting Baseline Data

Directions: Complete step three, see notes in RED.

Check when Item

completed
Complete and confirm pages 1 through 4 on HO 6 Planning Sheet
(Reviewed by Instructor and Posted )

What is the behavioral dimension you are focusing on? (see pages 1 and 2,
under target and placement behaviors in HO 6)
Explain here:
*For SPED 743, write your response here.
Task completion of writing homework assignment within 30 minutes.

What measurement system did you select to measure behavior? (see pages 1
and 2, under target and placement behaviors in HO 6)
Explain here:
*For SPED 743, write your response here.
Event recording
Describe the data collection procedures you will use to measure the behavior:
materials needed, data collection sheet, scheduled observation times.
Explain here:
*For SPED 743, write your response here.
Saras mother and I will complete data collection. Saras mother will be trained
on the data collection procedures. Saras mother will take data when writing
homework is assigned, which is usually two times per week. I will overlap for
reliability purposes at least one time per week.

How did your team become reliable in data collection?

Explain here:
I reviewed the target response definition and demonstrated the data collection
with Saras mom. On the second session of baseline data collection, Saras
mom took data as well.

How many reliability data observations were completed?

1 Sessions *For SPED 743, answer to the left.

Form Updated: April 24, 2017

From Lane, K. L., & Oakes, W. P. (2014). Building efficiencies in functional assessment-based
interventions: A focus on training and coaching. Manuscript in preparation.
5
Beth Montick
SPED 743: Functional Behavioral Assessment, Positive Behavior Support, and Classroom
Management
FABI Assignment Completion Checklists 1-5

Check when Item

completed
100 % What was the percent of agreement between observers (inter-observer
agreement; IOA) on the data collection training (reliability training)?
*For SPED 743, answer to the left.

How many baseline data points did you collect?

(Posted )
3 data points *For SPED 743, answer to the left.

How many baseline data points included IOA? (at least 25% of observations)
1 points with (Posted )
IOA *For SPED 743, answer to the left.
What was your IOA for baseline?
*For SPED 743, answer to the left.
100 %
Graph your baseline data
(Posted )

Complete and turn this checklist into your coach.

Form Updated: April 24, 2017

From Lane, K. L., & Oakes, W. P. (2014). Building efficiencies in functional assessment-based
interventions: A focus on training and coaching. Manuscript in preparation.
6
Beth Montick
SPED 743: Functional Behavioral Assessment, Positive Behavior Support, and Classroom
Management
FABI Assignment Completion Checklists 1-5

Step 4: Designing the Intervention

Directions: Complete step four, see notes in RED.

Check when Item

completed
Step 4.1 Select an Intervention Method
Select Intervention Method and confirm with teacher HO 6 pages 4-9

Step 4.2 Develop Intervention Components

Draft A-R-E components (Antecedent adjustments, Reinforcement adjustments,
and Extinction components)
Link each intervention tactic to the hypothesized function on the planning sheet
(page 6, 7, 8, or 9 depending on the method you select according to the
functional assessment intervention decision model.
(Posted)

Step 4.3 Components Related to Valid Inference Making

Draft Treatment Integrity Form including quality rubric HO 11
(Posted)

Select and review social validity forms HO 12.1 and 13.1

(Posted)

Prepare a plan for introducing the intervention to the teacher (parent) include
a check for understanding.
Describe how it was done here:
*For SPED 743, write your response here.
All plan components will be explained and modeled for the parent. The parent
will be given a written handout that explains the plan for quick reference. The
parent will role play carrying out the plan to check for understanding.

(Posted)

Form Updated: April 24, 2017

From Lane, K. L., & Oakes, W. P. (2014). Building efficiencies in functional assessment-based
interventions: A focus on training and coaching. Manuscript in preparation.
7
Beth Montick
SPED 743: Functional Behavioral Assessment, Positive Behavior Support, and Classroom
Management
FABI Assignment Completion Checklists 1-5

Check when Item

completed
Prepare a plan for introducing the intervention to the students include a check
for understanding.
Describe how it was done here:
*For SPED 743, write your response here.
Sara will be explained the plan and shown how the timer will work. To check
for understanding of the plan, questions will be asked: What will happen if you
finish your writing homework in 30 minutes? What will happen if you do not
finish your writing homework in 30 minutes?

(Posted)
Revise and finalize A-R-E Intervention Components using feedback from the
teacher and draft final TI form HO 11
(Posted)

Prepare intervention materials

N/A Collect additional baseline data after any school breaks (3 pts.) with at least 1
IOA.
*For SPED 743, complete this step if a weekend or break from school (e.g.,
holiday, winter recess) occurs between the last day of baseline (A1) and first
day of intervention (B1). You may also continue to monitor baseline and have
additional data points while you continue to work through designing the
intervention.

Complete and turn this checklist into your coach.

Form Updated: April 24, 2017

From Lane, K. L., & Oakes, W. P. (2014). Building efficiencies in functional assessment-based
interventions: A focus on training and coaching. Manuscript in preparation.
8
Beth Montick
SPED 743: Functional Behavioral Assessment, Positive Behavior Support, and Classroom
Management
FABI Assignment Completion Checklists 1-5

Step 5: Testing the Intervention

Directions: Complete step give, see notes in RED.

Note:
(1) *Shaded rows are not required for SPED 743, but are recommended as regular practices.
(2) You may elect to proceed further in the process and withdrawal (B2), or withdrawal and
reintroduce the intervention (A2-B2) as time permits.

Check when Item

completed
Implement Intervention

Collect Treatment Integrity data daily (teacher perspective) with IOA for 25%
of sessions (outside team observer).

(Posted)
Treatment integrity was collected by the parent each time writing homework
was completed. IOA for treatment integrity was collected for 25% for days of
intervention implementation. IOA was at 100% for treatment integrity.

Collect Min of 5 data points (behavior measurement same behavior and

measurement system as baseline) with 25% IOA [Report as number of

sessions, % of sessions, and actual IOA %]

(Posted)
Could only collect 4 data points with the intervention in place because the
participant does not receive writing homework every day. Data was taken for
each day that she had writing homework.
How many intervention data points did your collect?
(Posted)
4 data points

How many intervention data points included IOA?

(Posted)

1 pts with
IOA
What was your IOA for intervention?
(Posted)

100 %

Form Updated: April 24, 2017

From Lane, K. L., & Oakes, W. P. (2014). Building efficiencies in functional assessment-based
interventions: A focus on training and coaching. Manuscript in preparation.
9
Beth Montick
SPED 743: Functional Behavioral Assessment, Positive Behavior Support, and Classroom
Management
FABI Assignment Completion Checklists 1-5

Check when Item

completed
Graph your intervention data.
(Post for coaches review and for support for deciding when to withdrawal the

intervention)

Withdrawal of the intervention with at least 3 data points (1 IOA)*Note phase

change decisions for each phase are guided by student performance on
variables measured
(Posted)

Complete Treatment Integrity Form

(daily by interventionist [teacher] 25% IOA)
(Posted)

Graph withdrawal data

(Post for coaches review)

Reintroduce the intervention.

Form Updated: April 24, 2017

From Lane, K. L., & Oakes, W. P. (2014). Building efficiencies in functional assessment-based
interventions: A focus on training and coaching. Manuscript in preparation.
10