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When planning for and implementing a functional behavior assessment (FBA) with children and youth with ASD, the following steps are recommended. Establishing a Team. ... Identifying the Interfering Behavior. ... Collecting Baseline Data. ... Developing a Hypothesis Statement. ... Testing the Hypothesis. ... Developing Interventions.
FBAs use three main methods: indirect, observational (direct), and Functional Analysis (FA).
The three stages of functional analysis can provide a systematic means to identify a problem behavior, understand the triggers (antecedents) and consequences that maintain it, and then to introduce interventions.
Functional assessment is a continuous collaborative process that combines observing, asking meaningful questions, listening to family stories, and analyzing individual child skills and behaviors within naturally occurring everyday routines and activities across multiple situations and settings.
They go on to define functional behavior assessment and how to utilize it through 6 steps: Collect Data, Develop Hypothesis, Direct Observation, Behavior Support Plan, Implement Scripts, and Evaluate/Redesign.
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Open-Ended Functional Assessment Interview Hanley (2012) provides an open-ended indirect assessment comprised of 20 questions, 16 of which aim to specifically inform the design of a functional analysis for the target behavior.
Open-Ended Functional Assessment Interview In particular, questions ask about the topography of the target behavior(s), which target behaviors are most concerning (i.e., setting priority), the intensity of the behavior, potential precursors, antecedent events, and consequences, among other variables.
The 7 steps of FMEA Step 1: Planning and Preparation. Step 2: Structure Analysis. Step 3: Function Analysis. Step 4: Failure Analysis. Step 5: Risk Analysis. Step 6: Optimization. Step 7: Results Documentation.
The three stages of functional analysis can provide a systematic means to identify a problem behavior, understand the triggers (antecedents) and consequences that maintain it, and then to introduce interventions.
In 2003, The Center on Social and Emotional Foundations for Early Learning at University of Illinois at Urbana-Champaign created an FAI Form for young children, which can be accessed at http://csefel.vanderbilt.edu/modules-archive/module3a/4.pdf.

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