Step 2.1 Collect baseline data using direct and indirect assessment methods
Gather information from multiple sources to better understand the interfering behavior prior to designing and implementing an intervention strategy. Although collecting baseline data is an essential feature of FBA, the data gathering process is important throughout the FBA process because it helps the FBA team define the behavior, record what the toddler is currently doing, and evaluate the outcomes of the intervention plan. Collecting accurate and appropriate information is often challenging with toddlers.
Many toddlers with ASD have behavior profiles that are not similar to others exhibiting interfering behavior. They might demonstrate interfering behaviors that may interfere with the data collection process.
For example, a toddler with autism who is in an unfamiliar situation may react to the situation or person by crying, pulling away, or refusing to cooperate. The team member gathering these data must thoroughly document whether the observed behaviors are the behavioral focus that the FBA is targeting.
The FBA coordinator uses indirect assessment methods to gather behavior information.
These assessment methods include:
- reviewing previous and current records and
- conducting formal and informal inteviews with people who interact with the toddler daily.
a) Review previous and current records.
The purpose of record review is to gain insight into the toddler’s current behavior by looking at previous reports or assessments that might provide information regarding the toddler’s development and behavior concerns. These records might include: medical reports, psychological evaluations, speech and/or occupational therapy assessments, IFSP, and anecdotal reports of contacts from service and child care providers.
b) Conduct formal and informal interviews with people who interact with the
toddler daily.
Team members, particularly the FBA coordinator, conduct both informal and formal interviews to gather information about the behavior from multiple perspectives.
At least one of the following tools is used during this process:
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Behavior Assessment System for Children (BASC-II; Reynolds & Kamphaus, 1992). This tool assesses for behavior functioning and identification of behavior problems (aggression, hyperactivity, conduct problems). The items are rated in 4-point scale of frequency ranging from “never” to “almost always”. BASC-II takes approximately 15 minutes to complete.
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Child Behavior Checklist for Ages 1.5 - 5 (CBCL; Achenbach & Rescorla, 2001). This tool is used to describe specific kinds of behavioral, emotional, and social problems that characterize young children. The form is filled out by parents/caregivers. There are 99 rating scale questions and three open-ended questions. Additionally, the checklist has a language survey to assess children’s language development. CBCL takes approximately 15-20 minutes to complete.
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The Motivation Assessment Scale (MAS; Durand & Crimmins, 1990). This questionnaire contains 16 questions designed to pinpoint the function(s) of interfering behavior. MAS is used to identify situations in which the toddler is likely to engage in interfering behavior and to obtain important information about the perceived function of interfering behavior.
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Problem Behavior Questionnaire (PBQ; Lewis, Scott, & Sugai, 1994). This questionnaire is used to determine the potential function of the behavior (e.g., access to peer attention, access to teacher attention, setting events). With the PBQ, raters answer 15 items and indicate the frequency with which the behavior is observed.
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Functional Assessment Interview (FAI; O’Neill et al., 1997). This questionnaire can be used to interview teachers, parents, and other school/community staff. The FAI takes approximately 45-90 minutes to administer and provides the following outcomes: description of the interfering behavior, events or factors that predict the behavior, possible function of the behavior, and summary statements (behavior hypothesis).
The implementation checklist provides the steps covered in each module.