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- Interviews, record reviews, quality of life measures, checklists, and questionnaires about the student's behavior are all considered indirect ways of obtaining information.
- The number of assessment methods used varies depending upon the complexity and the needs of the student.
- Interviews also help to identify and narrow the range of variables influencing the student's behavior.
- A good functional assessment will include interviews across the student's home, school, and community settings.
- If the student cannot contribute to a formal interview, spend time working or socializing with him.
- A teacher can complete the FAI by himself, or use it as a guide when he meets with his classroom assistants.
- Behavior support plans are often designed to address classes of behaviors.
- It is important to identify whether any of the behaviors listed occur in a predictable sequence.
- Sometimes it can be difficult to gain clear information about the environmental events that lead to problem behavior.
- Focus the conversation on specific routines or situations.
- Repeat all of the information and the sequence of events back to the person to assure that the information you have is an accurate summary.
- Avoid asking yes/no questions.
- "Efficiency" refers to the physical effort that is required to perform the behavior, how often the behavior occurs before it is rewarded, and how long the person has to wait before she is reinforced.
- Develop a separate summary any time there is a different antecedent or maintaining consequence.
- The student may complete the interview in the presence of another family member or may prefer to be alone with the interviewer.
- Be sure to obtain formal permission from the student's parent, the school district, or the any other agencies involved.
- Providing opportunities to exercise choice, experience positive social interactions, and to interact in predictable environments can naturally decrease problem behaviors.
- Checklists and questionnaires can be used to explore the function maintaining a student's problem behavior, assist in the identification of setting events, or collect information about reinforcing items, events, and activities.
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