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​© 2021 Sacha Cartagena.

Lesson 4: FBA Monitoring

After this lesson, you will be able to:

  • Plan a method to collect and analyze data for monitoring progress for the learner with ASD.
  • Determine if progress is being made for a learner with ASD based on collected data.
Time to complete: approximately 25 minutes.

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Collect Data and Analyze Data on Interfering Behaviors

​Team members need to collect data that focus on:
  • The frequency, or how often, the behavior occurs using time sampling or event sampling.
  • How long (duration) the interfering behavior lasts when it occurs; and
  • Frequency of use of replacement behavior(s) including how often the learner uses the replaced behavior(s).
Below are samples of data collection sheets that can be used to monitor progress.
Time Sampling
​
Time sampling can be used to monitor the frequency of the interfering behavior by recording if the learner is engaging in the behavior at pre-determined intervals (time). 

The example below details when a student gets out of his seat.
Date
9:00
9:05
9:10
9:15
9:20
Total
8/20
x
x
 
x
x
4
8/21
 
x
x
 
x
3
8/22
x
 
x
x
x
4
8/23
 
 
x
 
x
2
8/24
 
 
  
x
x
2
8/25
 
x
 
 
 
1
Event Sampling
​
​Event sampling collects frequency data at every instance the behavior occurs.
The example below details when a student interrupts a teacher who is giving a lesson.
Date
Behavior: Interrupting Teacher
​
10/5
​X X X X X X X X X X X
11
10/6
X X X X X X X X
8
10/7
​X X X X X X
6
10/8
​X X X X X X X
7
10/9
​X X X X
4
10/10
​X X X
3
​Duration Data Collection

The data collection form below can be used to determine the length or duration of the interfering behavior.

The example below details the amount of time a toddler screams when asked to put on shoes. Starting from the bottom, shade the number of boxes that represent the length of the interfering behavior. Each box represents one minute.

Monday

Tuesday

Wednesday

Thursday

Friday

Length of time of interfering behavior

15

15

15

15

15

14

14

14

14

14

13

13

13

13

13

12

12

12

12

12

11

11

11

11

11

10

10

10

10

10

9

9

9

9

9

8

8

8

8

8

7

7

7

7

7

6

6

6

6

6

5

5

5

5

5

4

4

4

4

4

3

3

3

3

3

2

2

2

2

2

1

1

1

1

1

0

0

0

0

0

 

Replacement Behaviors
​
The data form below can be used to document the implementation of interventions and whether they help with the occurrences of the identified interfering behaviors. Please note, the video story below also addresses how to complete this form and use it for making decisions.

The example below is a student hitting their head on a desk when assignment is difficult.​

Proactive Strategies

Response to Behaviors

1.  First / Then Card

1.  Count down from ten (10).

2.  Help Card

2.  Transition to a new activity

3.  Break Card

3.  Finishes assignment in resource room

4.  Five (5) minutes with computer as a reinforcer for completing an assignment

 

 

Week of:

Proactive Strategies

It Helped

Response to Behaviors

It Helped

Monday

PS 1: ☐☐☐☐☐ (1st/Then)

PS 2: ☐☐☐☐☐ (Help)

PS 3: ☐☐☐☐☐ (Break)

PS 4: ☐☐☐☐☐ (Computer)

PS 1: ☐☐☐☐☐

PS 2: ☐☐☐☐☐

PS 3: ☐☐☐☐☐

PS 4: ☐☐☐☐☐

RB 1: ☐☐☐☐☐ (Countdown)

RB 2: ☐☐☐☐☐ (Transition)

RB 3: ☐☐☐☐☐ (Resource)

RB 4: ☐☐☐☐☐

RB 1: ☐☐☐☐☐

RB 2: ☐☐☐☐☐

RB 3: ☐☐☐☐☐

RB 4: ☐☐☐☐☐

Tuesday

PS 1: ☐☐☐☐☐ (1st/Then)

PS 2: ☐☐☐☐☐ (Help)

PS 3: ☐☐☐☐☐ (Break)

PS 4: ☐☐☐☐☐ (Computer)

PS 1: ☐☐☐☐☐

PS 2: ☐☐☐☐☐

PS 3: ☐☐☐☐☐

PS 4: ☐☐☐☐☐

RB 1: ☐☐☐☐☐ (Countdown)

RB 2: ☐☐☐☐☐ (Transition)

RB 3: ☐☐☐☐☐ (Resource)

RB 4: ☐☐☐☐☐

RB 1: ☐☐☐☐☐

RB 2: ☐☐☐☐☐

RB 3: ☐☐☐☐☐

RB 4: ☐☐☐☐☐

Wednesday

PS 1: ☐☐☐☐☐ (1st/Then)

PS 2: ☐☐☐☐☐ (Help)

PS 3: ☐☐☐☐☐ (Break)

PS 4: ☐☐☐☐☐ (Computer)

PS 1: ☐☐☐☐☐

PS 2: ☐☐☐☐☐

PS 3: ☐☐☐☐☐

PS 4: ☐☐☐☐☐

RB 1: ☐☐☐☐☐ (Countdown)

RB 2: ☐☐☐☐☐ (Transition)

RB 3: ☐☐☐☐☐ (Resource)

RB 4: ☐☐☐☐☐

RB 1: ☐☐☐☐☐

RB 2: ☐☐☐☐☐

RB 3: ☐☐☐☐☐

RB 4: ☐☐☐☐☐

Thursday

PS 1: ☐☐☐☐☐ (1st/Then)

PS 2: ☐☐☐☐☐ (Help)

PS 3: ☐☐☐☐☐ (Break)

PS 4: ☐☐☐☐☐ (Computer)

PS 1: ☐☐☐☐☐

PS 2: ☐☐☐☐☐

PS 3: ☐☐☐☐☐

PS 4: ☐☐☐☐☐

RB 1: ☐☐☐☐☐ (Countdown)

RB 2: ☐☐☐☐☐ (Transition)

RB 3: ☐☐☐☐☐ (Resource)

RB 4: ☐☐☐☐☐

RB 1: ☐☐☐☐☐

RB 2: ☐☐☐☐☐

RB 3: ☐☐☐☐☐

RB 4: ☐☐☐☐☐

Friday

PS 1: ☐☐☐☐☐ (1st/Then)

PS 2: ☐☐☐☐☐ (Help)

PS 3: ☐☐☐☐☐ (Break)

PS 4: ☐☐☐☐☐ (Computer)

PS 1: ☐☐☐☐☐

PS 2: ☐☐☐☐☐

PS 3: ☐☐☐☐☐

PS 4: ☐☐☐☐☐

RB 1: ☐☐☐☐☐ (Countdown)

RB 2: ☐☐☐☐☐ (Transition)

RB 3: ☐☐☐☐☐ (Resource)

RB 4: ☐☐☐☐☐

RB 1: ☐☐☐☐☐

RB 2: ☐☐☐☐☐

RB 3: ☐☐☐☐☐

RB 4: ☐☐☐☐☐

 
Key Points
​
  • Think about how you would track strategies to increase appropriate replacement behaviors.
  • Determine what decisions teams can make based upon collected data.

Determine Next Steps Based on Learner's Progress

Collecting data will help team members determine if a learner is making progress and reducing the use of the interfering behavior and increasing use of appropriate behaviors. If a learner is making progress based upon data collected, team members should continue to use the selected strategies and evidence-base practices.
What if the learner with ASD is not showing progress with FBA?
If the learner with ASD is not showing progress with the selected strategies and evidence-based practices, ask yourself the following questions:
  • Is the behavior well defined?
  • Is the behavior measurable and observable?
  • Are the selected evidence-based practices used with fidelity based upon the implementation checklists?
  • Are all team members and staff members consistently using the identified strategies and responses to behavior?
​​If these issues have been addressed and the learner continues to exhibit high rates of the interfering behavior, consider selecting a different EBP or strategy to use with the learner.