ABA 510 M6 Project

Evaluation Tool: Functional Assessment Checklist for Teachers and Staff (FACTS)

The Functional Assessment Checklist for Teachers and Staff is an indirect assessment method for behavior analysts to gather information from individuals close to the student on their target behavior. Within the interview structure of the FACTS, the likelihood, topography, setting events, and consequences of the target behaviors are outlined. The information obtained from this assessment supports the proposed function of the target behavior, which may further be confined in a functional analysis (FA). Additionally, the FACTS is helpful in creating a behavior support plan (BSP) for that one student. Given student specific consultation will identify individualistic needs and utilize interventions that are function-based, the FACTS identifies antecedents and consequences that surround specific problem behaviors. The FACTS may be easily administered to teachers and staff that are familiar with the student’s challenging behavior. Further, the utility of this assessment is heightened by its ability to be completed in 15 minutes or less. When completing student specific consultations, it is imperative that a substantial amount of information is collected efficiently so that Functional Behavioral Assessments (FBAs), FAs, and behavior planning can be examined. The use of the FACTS may also improve the relationship and rapport between teachers and the behavior analyst throughout consultation. Relying on individuals that are close to the student demonstrates a sense of collaboration and reliance. Below is a chart for quick reference that outlines the utility, pros and cons, and relation to student specific consultation.

Pros The FACTS allows consultees to work collaboratively with the consulting BCBA to rely pertinent information about the target behavior for a specific student. The FACTS aids in the development of a function-based intervention as antecedent and consequent events surrounding the target behavior are outlined. The FACTS may also be implemented quickly, allowing for further progress planning to be made.

Cons The FACTS is an indirect assessment, relying on another individual’s perspective of a proposed function for the target behavior. Though there are numerous pros to the FACTS, one teacher may have a different perspective of the proposed function than another. This could be influenced by what teacher is present for specific setting events. Additionally, as the FACTS is an indirect interview structure, direct observations of the behavior are not completed by the BCBA or teacher/staff.

Outcome for student Specific Consults

The FACTS provides relevant information on the setting events, topography of the target behavior, frequency, likelihood across multiple situations, antecedents, and consequences. The information obtained from the FACTS assists the BCBA in gathering information for the FBA so that an accurate FA may be completed. In return, a function-based intervention will be added to the BSP.

McIntosh, K., Borgmeier, C., Anderson, C. M., Horner, R. H., Rodriguez, B., & Tobin, T. J. (2008). Technical adequacy of the functional assessment checklist: teachers and staff (FACTS) FBA interview measure.Journal of Positive Behavioral Interventions, 10 (1), 33-45.