FBA. ILI. Parent Questionnaire.

-


An Initial Line of Inquiry (ILI) is used to collect information for a Functional Behavior Assessment (FBA) I've had many parents request an online or electronic version of the questionnaire that I send home for a behavior assessment. Here you go!


Every behavior has a purpose or function for it, usually to either get something or avoid something. Examples: You begin to talk on the phone and your child starts calling you over and over.  The function of this behavior would be to get your attention.  Or a student repeatedly disrupts the class when the teacher asks them to take out their math books.  He is then reprimanded and sent out of the room.  The function of this behavior could be to avoid the classwork.

So, a functional behavior assessment or FBA is a series of structured questions designed to discover the reasons behind certain target behaviors (usually undesirable ones) and develop a behavior plan designed especially for your child/student to lessen these target behaviors and allow him/her to get positively more of what he/she wants.

Slow triggers are events, circumstances, or conditions that contribute to the undesirable or target behaviors that occur at a time NOT immediately preceding the undesirable behaviors.
Examples: Too little sleep, taking medications, asthma, conflicts with parents/girlfriend/ boyfriend/teachers, being homeless, death in the family, divorce, etc.

Fast triggers are events or circumstances that occur closer to or immediately before the target behavior.
Examples: One student gives another stink-eye, teases or says something mean about the other.  A student is jostled by another or even ignored.  The teacher announces a pop quiz.

Behavior Support Plan: a model to change behavior and encourage more desirable behaviors and lessen target behaviors.  It can be in place both at home and at school.

Consequences:  Results of a certain behavior either naturally occurring or delivered by school personnel or parents.  Can be both positive and negative.  Reactions of peers can also be consequences of behavior.



Please answer the following questions…

(1)   What are the student’s strengths?

(2)  What activities or rewards motivate this student?  What are the student’s interests?

(3)  What are the student’s work habits when completing homework/studying?

(4a)   What behaviors do you want to see less of? (Problem/Target behaviors)

(4b)     How frequently do these behaviors occur?

(4c) What is the intensity and severity of the behaviors (e.g., mild, moderate, severe) – how much do they interfere with the student’s learning or the learning of others?

(5)   When do these behaviors occur (Fast Triggers)? (e.g., what is happening just prior to the behavior)

(6) Do you notice anything (events, circumstances, conditions) that contribute to the behavior but don’t occur immediately prior to the behavior (Slow Triggers)?

(7)  What happens after the behavior occurs (Actual Consequences)?  (Your actions and the actions of peers)

(8)     What do you feel may be the functions of the behaviors (Perceived Functions)? (i.e., what may your child be getting, avoiding, or escaping by engaging in the behaviors – get attention, avoid work, get release of tension, etc.)

(9)      What behaviors do you want to see more of?

(10)     What activities or rewards motivate this student?  What are the student’s interests?

(11)     What’s working for this student?

(12)      Any other comments…


 Email: kelstaylor@gmail.com or Lotus Notes. 

Comments

  1. AnthonyMarch 12, 2013 at 5:32 PM

    Aloha- you mentioned that many parents are requesting an online version of this. Is there now one available? I found it helpful and wonder how many parents are actually using this form? Hawaii Psychologist

    ReplyDelete

Post a Comment

Popular posts from this blog

Masterbation: Self Stimulating Behaviors At School

-
Image
SELF STIMULATING BEHAVIORS AT SCHOOL.  Underwear Matters.  Trust me on this.  Over the past couple years, I have had numerous teachers shyly approach me for consultation, looking for strategies on for their students who are engaging in "self-stimulation" during class, at school, and even on field-trips. In one case, just finding the appropriate pair of underwear solved the problem. Basketball shorts and no underwear was not working out so well... but once discussed, it was a trail and error and a simple fix.  Many times, the teachers biggest concern is how to discuss the problem with the parent. Sometimes the behavior is suspected but not as obvious... But it is always better to have a conversation with the parent as soon as possible. To ignore the issue can be extremely problematic and can create habits that later will be difficult to break.  I think it is important to be mindful of parents cultures when bringing up the topic with them. Initially, it'...
Read more

Complex? Navigating the school system in Hawaii

-
Image
I had no idea what a complex school psychologist meant or how it would be different than my training in California...but it's really not as "complex" as you may think.   ----------------------------------------------------------------------------------------------------------------- District:  The statewide school system is divided into seven administrative districts, including Oahu’s Honolulu, Central, Leeward and Windward districts; the Big Island’s Hawaii district; Maui District has Maui, Molokai and Lanai; and the Kauai district. Within each district, smaller areas are divided into 'complex' areas, based on the high schools and all the feeder schools .  Honolulu School District:  ---------------------------------------------------------------------------------------------------------------------------------------------------- Complex:  The complex I work in is called Kaiser Complex and is in the East side of Oahu. There are four elemen...
Read more

Doug C. vs. Hawaii: IEP parent involvement

-
Image
The IEP court case of Doug C. vs. Hawaii When a student is found eligible for special education, an individual education plan (IEP) is developed and updated annually. Special education teachers have traditionally sworn by those dates, allowing no room for flexibility. However, a landmark case (Doug C. Vs Hawaii DOE) in  Summer of 2013, courts ruled that parent involvement is more important than exceeding timelines for annual or reevaluation deadlines.  The case began when a parent requested a meeting to be rescheduled due to illness but because of the school was going to go over timeline, school staff met without him present and made decisions about their child's program. The IEP team told parents that they had decided that their 18-year old son with autism was to transition from a private placement to the public home school.  Parents went and lost at due process but  found victory in the U.S. Court of Appeals for the Ninth Circuit. Despite Hawaii's Depar...
Read more