CRJ 623 Data Collection 2 Assignment Functional Assessment Simulation Completion of this assignment requires a blank Functional Assessment Observation Form (FAOF) (O’Neill, Horner, Albin, Storey, & Sprague (1996). Use the information provided in the case study to complete the data collection form. Patty Morgan The purpose of this simulation is to practice the rules for completing the Functional Assessment Observation form and interpreting the results. Section “A” describes the information you need to understand the basic context, and to complete “set-up” sections of the Functional Assessment Observation from. Section “B” provides a description of 15 specific events that involved problem behaviors. Section “C” provides space for your analysis of the problem. Section A Patty Morgan is eight years old. She is part of regular third grade class and has been identified as having autism and severe intellectual disabilities. She uses short verbal statements to communicate and can read 4-8 words. She uses a picture schedule to follow her daily activities. Patty does not communicate a lot, but seems to like to be around other children. She is especially interested in being near Ian. She does not approach Ian, but she watches him a lot and seems pleased when he interacts with her. It is important to work slowly with Patty, given that fast pacing seems to produce throwing materials. During the past four months Patty has been having more and more trouble with bouts of loud screaming. She flaps her hands and screams for 5-10 seconds then waits and repeats the process. This sequence can be repeated several times. It is very disruptive for the class. Patty also will take her work and rip it, throw it, or hit her materials on the table. During the past two seeks Patty also has bit other children in unprovoked situations. This creates a health problem, is very disruptive for the class and damages her social status with her peers. Set Up: 1. Fill in Patty’s name and fill in the Start Date as November 16 and the Ending Date as November 18. 2. Fill in the times to correspond to Patty’s major school periods: *The blank form has 7 time spaces. Either add the 8th one to the bottom or use a 2nd page. 8:45 – 9:15 9:15 – 9:45 9:45 – 11:00 11:00 – 11:40 11:40 – 12:30 12:30 – 1:50 1:50 – 2:30 2:30 – 3:00 3. Based on using the Functional Assessment Interview with Patty’s teachers you have identified the following: Problem Behaviors: Scream/Yell; Bite; Throw Predictors: Gloria; Reading; Sitting Near Ian Actual Consequences: Sit in Corner; Verbal Redirect Section B: Problem Events Each of the following events describes the time of day a problem occurred, what happened, what predictors were observed, why the teacher thought the behavior occurred and what actual consequences were delivered. Use this information to fill in the Functional Assessment Observation form. Cross off each ‘episode’ at the bottom of the form. You should hav.

1. CRJ 623 Data Collection 2 Assignment
Functional Assessment Simulation
Completion of this assignment requires a blank Functional
Assessment Observation Form (FAOF) (O’Neill, Horner, Albin,
Storey, & Sprague (1996). Use the information provided in the
case study to complete the data collection form.
Patty Morgan
The purpose of this simulation is to practice the rules for
completing the Functional Assessment Observation form and
interpreting the results. Section “A” describes the information
you need to understand the basic context, and to complete “set-
up” sections of the Functional Assessment Observation from.
Section “B” provides a description of 15 specific events that
involved problem behaviors. Section “C” provides space for
your analysis of the problem.
Section A
Patty Morgan is eight years old. She is part of regular third
grade class and has been identified as having autism and severe
intellectual disabilities. She uses short verbal statements to
communicate and can read 4-8 words. She uses a picture
schedule to follow her daily activities. Patty does not
communicate a lot, but seems to like to be around other
children. She is especially interested in being near Ian. She does
not approach Ian, but she watches him a lot and seems pleased
when he interacts with her. It is important to work slowly with
Patty, given that fast pacing seems to produce throwing
materials.

2. During the past four months Patty has been having more and
more trouble with bouts of loud screaming. She flaps her hands
and screams for 5-10 seconds then waits and repeats the
process. This sequence can be repeated several times. It is very
disruptive for the class. Patty also will take her work and rip it,
throw it, or hit her materials on the table. During the past two
seeks Patty also has bit other children in unprovoked situations.
This creates a health problem, is very disruptive for the class
and damages her social status with her peers.
Set Up:
1. Fill in Patty’s name and fill in the Start Date as November 16
and the Ending Date as November 18.
2. Fill in the times to correspond to Patty’s major school
periods:
*The blank form has 7 time spaces. Either add the 8th one to
the bottom or use a 2nd page.
8:45 – 9:15
9:15 – 9:45
9:45 – 11:00
11:00 – 11:40
11:40 – 12:30
12:30 – 1:50
1:50 – 2:30
2:30 – 3:00

3. 3. Based on using the Functional Assessment Interview with
Patty’s teachers you
have identified the following:
Problem Behaviors: Scream/Yell; Bite; Throw
Predictors: Gloria; Reading; Sitting Near Ian
Actual Consequences: Sit in Corner; Verbal Redirect
Section B: Problem Events
Each of the following events describes the time of day a
problem occurred, what happened, what predictors were
observed, why the teacher thought the behavior occurred and
what actual consequences were delivered. Use this information
to fill in the Functional Assessment Observation form. Cross
off each ‘episode’ at the bottom of the form. You should have
room for 25 episodes. More than one antecedent, behavior,
and/or consequence event my occur in an ‘episode’.
November 16
1. 9:20
Bit Jason on the hand/ Doing morning seat work/ no clear
function
identified/ verbal redirection.
2. 9:55
Loud screaming/ Lining up in the hall/ get attention of peers/
verbal

4. redirect.
3. 10:10
Loud screaming/ seat work, Ian present/ get Ian’s attention/
verbal redirect
4. 11:45
Attempted to bite Ian/ Waiting for task, Ian present/ No clear
function/
redirected.
5. 12:45
Threw book against wall/ Reading with Gloria/ Escape reading/
Sit in
corner for 2 minutes.
November 17
6.
9:30
Bit Diane and screamed/ Doing morning seat work/ get
attention/ verbal
redirection.
7.
10:15
Screamed several times/ Working with Ian/ get Ian’s attention/

5. verbal
redirection.
8.
1:00
Broke pencil, ripped paper, threw book/ Reading with Gloria/
Escape task/
Sit in corner for 2 minutes.
9.
1:55
Loud screaming/ seat work, Ian present/ get Ian’s attention/
verbal redirect.
10.
2:15
Screaming/ Cooperative learning period/ get Ian’s attention/
verbal
redirect.
November 18
11.
9:50
Loud screaming/ Working with Ian/ Get Ian’s attention/ verbal
redirection.
12.
11:50
Screaming and bit Ian/ Sitting by Ian/ Get Ian’s attention/
verbal redirect.
13.

6. 1:05
Threw papers and book/ Reading with Gloria/ Escape reading/
Sit in Corner
for 2 minutes.
14.
1:30
Broke flower pot/ Reading in group with Gloria/ Escape
reading/ Sit in
corner for 2 minutes.
15.
2:20
Loud screaming/ seat work/ get attention/ verbal redirection.
Please scan and upload your completed data collection form.
Section C (You do not need to complete this section for this
assignment.)
Examine the data you have collected.
1. How often do problem behaviors occur? When are they most
likely and least likely to happen?
2. Are there consistent functions identified with problem
behaviors?
3. Develop hypothesis (Summary) statements for the response
classes.

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