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Handout 3a.4j
Individualized Intensive Interventions

Homer, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997).
Functional Assessment and Program Development for Problem Behavior. Pacific Grove, CA: Brooks/Cole Publishing.

FUNCTIONAL ASSESSMENT INTERVIEW FORM—YOUNG CHILD

Child with Problem Behavior(s): ___Jackson___

Date of Interview: ___9/25___

Age:___4___ Yrs:______ Mos

Sex: M__*__ F____

Interviewer: __Lise__

Respondent(s):__Carey__

A. DESCRIBE THE BEHAVIOR(S)

1. What are the behaviors of concern? For each, define how it is performed, how often it occurs per day,
week, or month, how long it lasts when it occurs, and the intensity in which it occurs (low, medium, high).

Behavior	How is it performed?	How often?	How long?	Intensity?
1. Screams		4-10x/day	Brief	Very disruptive
2. Throws toys, objects		4-10x/day	Brief	Very disruptive
3. Shut-up		4-10x/day	Brief	Very disruptive
4.Throws chair		2x in past 6 months		Dangerous

2. Which of the behaviors described above occur together (e.g., occur at the same time; occur in a predictable "chain"; occur in response to the same situation)?

May start with screaming or shut-up and then will throw object.

B. DEFINE POTENTIAL ECOLOGICAL EVENTS THAT MAY AFFECT THE BEHAVIOR(S)

1. What medications does the child take, and how do you believe these may affect his/her behavior?

None

2. What medical complication (if any) does the child experience that may affect his/her behavior (e.g., asthma, allergies, rashes, sinus infections, seizures)?

None

3. Describe the sleep cycles of the child and the extent to which these cycles may affect his/her behavior.

No issues

4. Describe the eating routines and diet of the child and the extent to which these routines may affect his/her behavior.

Eats well, very healthy 4 year old

5. Briefly list the child's typical daily schedule of activities and how well he/she does within each activity.

DAILY ACTIVITIES
Activity	Child's Reaction
Arrival	A little stiff, looks out window, difficulty joining groups
Planning	Needs prompts
Centers	Does OK; rigidity of activities; favorite activities are computer/blocks with cars, may have problems with peers or when asked to do an activity
Hand washing / Snack	OK unless not the snack he wants
Wiggle time / Small group	Reluctant to participate, needs prompts, sometimes refuses to participate, moves to books; is explosive when redirected.
Book together	Resist, gets own book
Outside	No problem; restricted repertoire of activities and partners
Lunch	Does well
Outdoor play	No problem, restricted repertoire of activities and partners
Afternoon Circle	Can be difficult, often does not want to participate, resists and if I insist, can be explosive
Dismissal	Animated to see parent, leaves without problems

6. Describe the extent to which you believe activities that occur during the day are predictable for your child.
To what extent does the child know what he/she will be doing and what will occur during the day (e.g., when to get up, when to eat breakfast, when to play outside)? How does your child know this?

Knows schedule

7. What choices does the child get to make each day (e.g., food, toys, activities)?

Understands choices

C. DEFINE EVENTS AND SITUATIONS THAT PREDICT OCCURRENCES OF THE BEHAVIOR(S)

1. Time of Day: When are the behaviors most and least likely to happen?

Most likely:

- Early morning
- Outdoor play in morning and afternoon

Least likely:

- Classroom, small group
- Outside

2. Settings: Where are the behaviors most and least likely to happen?

Most likely: Classroom, small group

Least likely: Outside

3. Social Control: With whom are the behaviors most and least likely to happen?

Most likely: Teacher

Least likely: Peers who will not make demands on him

4. Activity: What activities are most and least likely to produce the behaviors?

Most likely: Structured activity, demands social interactions, sharing objects

Least likely: Reading a book by himself

5. Are there particular situations, events, etc. that are not listed above that "set off” the behaviors that cause concern (particular demands, interruptions, transitions, delays, being ignored, etc.)?

If he falls or gets bumps

6. What one thing could you do that would most likely make the problem behavior occur?

Take a preferred toy away or remove him from computer.
Mother reports that he will become angry and aggressive if she changes her response to him or ignores him.
She says, "He likes to have total control over his mother."

7. What one thing could you do to make sure the problem behavior did not occur?

Give him all the cars he wants; talk about cars.

D. DESCRIBE THE CHILD'S PLAY ABILITIES AND DIFFICULTIES

1. Describe how your child plays (With what? How often?).

Solitary —fine
Parallel—OK
Limited social play

2. Does your child have problem behavior when playing? Describe.

If peers suggest he play a different way or take his vehicles

3. Does your child play alone? What does he/she do?

Cars, Car “World,” computer

4. Does your child play with adults? What toys or games?

Not well, issues with turn taking, object exchange

5. Does your child play with other children his/her age? What toys or games?

Not often, he prefers solitary play

6. How does your child react if you join in a play activity with him/her?

Sometimes tells adult to go away or says “shut-up” in response to a play suggestion

7. How does your child react if you stop playing with him/her?

No problem

8. How does your child react if you ask him/her to stop playing with a toy and switch to a different toy?

Problem behavior

E. IDENTIFY THE “FUNCTION” OF THE UNDESIRABLE BEHAVIOR(S)

1. Think of each of the behaviors listed in Section A, and define the function(s) you believe the behavior serves for the child (i.e., what does he/she get and/or avoid by doing the behavior?)

Behavior	What does he/she get? Or What exactly does he/she avoid?
1. Shut-up	People move away or give him what he wants or allow him to do the activity he desires
2. Throwing	People move away or give him what he wants or allow him to do the activity he desires
3. Screaming	People move away or give him what he wants or allow him to do the activity he desires

2. Describe the child's most typical response to the following situations:

a. Are the above behavior(s) more likely, less likely, or unaffected if you present him/her with a difficult task?

More likely

b. Are the above behavior(s) more likely, less likely, or unaffected if you interrupt a desired event (eating ice cream, watching a video)?

More likely

c. Are the above behavior(s) more likely, less likely, or unaffected if you deliver a “stem” request/command/reprimand?

More likely

d. Are the above behavior(s) more likely, less likely, or unaffected if you are present but do not interact with (ignore) the child for 15 minutes.

Less likely

e. Are the above behavior(s) more likely, less likely, or unaffected by changes in routine?

More likely

f. Are the above behavior(s) more likely, less likely, or unaffected if something the child wants is present but he/she can't get it (i.e., a desired toy that is visible but out of reach)?

More likely

g. Are the above behavior(s) more likely, less likely, or unaffected if he/she is alone (no one else is present)?

Less likely

F. DEFINE THE EFFICIENCY OF THE UNDESIRABLE BEHAVIOR(S)

1. What amount of physical effort is involved in the behaviors (e.g., prolonged intense tantrums vs. simple verbal outbursts, etc.)?

Simple outbursts that are brief, but highly disruptive

2. Does engaging in the behaviors result in a "payoff (getting attention, avoiding work) every time? Almost every time? Once in a while?

We try to keep him calm; we usually give in right away.

3. How much of a delay is there between the time the child engages in the behavior and gets the "payoff”? Is it immediate, a few seconds, longer?

Immediate

G. DEFINE THE PRIMARY METHOD(S) USED BY THE CHILD TO COMMUNICATE

1. What are the general expressive communication strategies used by or available to the child? (e.g., vocal speech, signs/gestures, communication books/boards, electronic devices, etc.) How consistently are the strategies used?

Very verbal.
At home, he tries to negotiate everything.

2. If your child is trying to tell you something or show you something and you don't understand, what will your child do? (repeat the action or vocalization? modify the action or vocalization?)

At school, he seems to be understood. At home, he will try to explain it to you then start screaming.

3. Tell me how your child expresses the following [Note: check each "means" that applies for each function]:

Functions

Means

Requests an Object

Requests an Action

Protests or Escapes

Requests Help

Requests a Social Routine

Requests Comfort

Indicates Illiness

Shows You Something

4. With regard to receptive communication ability:

a. Does the child follow verbal requests or instructions? If so, approximately how many? (List, if only a few).

Understands everything you may say

b. Is the child able to imitate someone demonstrating how to do a task or play with a toy?

Yes, but may refuse

c. Does the child respond to sign language or gestures? If so, approximately how many? (List, if only a few.)

Understands well

d. How does the child tell you "yes" or "no" (if asked whether he/she wants to do something, go somewhere, etc.)?

Speaks

H. WHAT EVENTS. ACTIONS. AND OBJECTS ARE SUPPORTIVE OR PRESENT CHALLENGES TO THE CHILD

1. Describe the things that your child really enjoys. For example, what makes him/her happy? What might someone do or provide that makes your child happy?

Computer, cars, blocks, round food, chairs with the word taped to it, the color yellow, and the things that are yellow

2. What kinds of things have you or your child's care providers done to try and change the problem behaviors?

Warnings—effective
Follow through— “I’ll help you”
Don’t rush him. Reprimand may set him off more

I. DEVELOP SUMMARY STATEMENTS FOR EACH MAJOR PREDICTOR AND/OR CONSEQUENCE

Distant Setting Event and Immediate Antecedent (Trigger) [Note: place information in Box 1]

Problem Behavior [Note: Place information in Box 2]

Maintaining Consequences [Note: Place information in Box 3]

Function [Note: Place information in Box 4]

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This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the U.S. Department of Health and Human Services, Administration for Children and Families (Cooperative Agreement N. PHS 90YD0119). The contents of this publication do not necessarily reflect the views or policies of the U.S. Department of Health and Human Services, nor does mention of trade names, commercial projects, or organizations imply endorsement by the U.S. Government. You may reproduce this material for training and information purposes.

We welcome your feedback on this Training Module. Please go to the CSEFEL Web site (http://csefel.uiuc.edu) or call us at (217) 333-4123 to offer suggestions.

Handout 3a.4j Individualized Intensive Interventions