Rubric For Evaluating The FBA Report By Diana Browning Wrigh

Rubric for Evaluating the FBA Report by Diana Browning Wright, M.S., L.E.P

Evaluate the following aspects of the Functional Behavior Assessment (FBA) report conducted by Diana Browning Wright, focusing on methodology, data analysis, and conclusions as outlined in the provided rubric. Ensure that all key components such as student information, data collection dates, behavior description, analysis methodology, hypotheses about behavior function, and recommended interventions are thoroughly reviewed and critiqued based on the specified criteria.

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The evaluation of functional behavior assessments (FBAs) is critical for devising effective behavioral interventions tailored to individual students’ needs. The rubric provided by Diana Browning Wright emphasizes meticulous attention to detail across multiple analytical domains, ensuring that each component of the FBA report adheres to high standards of clarity, thoroughness, and alignment with best practices in behavior analysis.

First, it is essential that the FBA report clearly specifies the dates of data collection and the date of the report itself. Accurate timing is fundamental as it indicates the reliability and currency of the data. The student information section must be complete, including gender, birthdate, grade placement, and location details, such as school and district identifiers. Such demographic data are necessary for contextualizing behavior and ensuring proper record-keeping.

Contact information for the parent or guardian is equally critical, as collaboration with families is central to the success of intervention plans. The behavior targeted for assessment should be described in clear, measurable terms—this enables precise data collection and analysis. Data collection methods should encompass frequency, duration, and/or intensity measures, which are standard in behavior analysis for capturing salient aspects of problematic behaviors.

Analyzing data involves multiple methodologies including interviews, direct student observations, review of existing records, and environmental assessments. The FBA report should integrate these methods, providing a comprehensive summary that reflects a holistic understanding of the antecedents, behaviors, and consequences involved. This thorough analysis informs whether the behavior is impeding the student’s learning or the learning of peers, an important consideration for intervention prioritization.

Interventions tried prior to or alongside the FBA should be documented, including their outcomes, to assess their effectiveness and inform subsequent strategies. The report should also make a clear recommendation for a Behavior Intervention Plan (BIP) when appropriate. This plan should specify predictors or antecedents of the behavior, and describe environmental factors that could be modified to reduce incident rates. If any environmental variables are missing or need alteration, the report should explicitly identify these gaps.

Crucially, the consultant must hypothesize the function of the behavior based on collected data, which serves as the foundation for developing hypothesis-driven interventions. If a functionally equivalent replacement behavior (FERB) is proposed, it must be aligned with the identified function, ensuring that replacement behaviors serve the same purpose as the problematic behavior. The overall conclusions should address the severity of the behavioral issue and whether a BIP is warranted. If not, alternative approaches or future data collection requirements should be clearly explained.

The report should also specify if the student has an Individualized Education Program (IEP), 504 plan, or school team plan, highlighting any relevant legal or institutional frameworks guiding intervention. All evaluation personnel involved in the FBA should be listed, and a designated contact person for ongoing communication should be clearly identified. These details facilitate accountability, follow-up, and collaborative efforts when implementing interventions.

In summary, adherence to this comprehensive rubric ensures that FBAs are conducted systematically, thoroughly, and ethically. Effective assessments incorporate detailed data collection and analysis, clear hypotheses regarding behavior functions, and well-supported intervention recommendations. When all these elements are present, interventions can be precisely targeted, improving educational and behavioral outcomes for students with challenging behaviors.

References

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