The FACTS (March et al., 2000) is a brief semi-structured functional assessment interview form, intended to support identification of (a) problem behaviors to be targeted for intervention, (b) the antecedents of these target behaviors, and (c) the consequences that have maintained these behaviors via positive or negative reinforcement. The FACTS is intended to inform the development of behavior intervention plans, as data may be used to select or design interventions that are aligned with the function of a particular student’s behavior. The manner in which the FACTS is used in a school setting partly depends on the stakes of the decision at hand. If the decision is high stakes, such as a manifestation determination or the development of a Tier 3 behavior intervention plan, then the FACTS should be used as one of several data collection methods within a broader multi-method, multi-informant functional behavior assessment (FBA) process. In this scenario, the FACTS should likely be used as an initial assessment, with collected information used to inform future assessment efforts. For instance, the FACTS could be used to identify routines within which problem behavior is most likely, and thus should be targeted for systematic direct observations. If the decision is comparatively lower stakes, such as the selection of a Tier 2 intervention, then the FACTS may be used as a sole source of functional information. Use of the FACTS at Tier 2 as a sole FBA method is a somewhat common practice in many schools implementing Positive Behavior Interventions and Supports (PBIS). The efficiency of the measure supports its use at scale across a large number of students without inappropriately taxing limited staff time and resources. EBA Brief for Functional Assessment Checklist for Teachers and Staff (FACTS)

The success of reinforcement-based interventions is dependent upon an educator’s ability to determine reinforcing stimuli that function as powerful rewards/consequences. Class-wide rewards might not be rewarding
for all students, especially those who are at an increased risk for maladaptive academic and social behaviors.The application of preferred stimuli can serve as a powerful reward that increases a student’s success of adopting
appropriate alternative academic and social behaviors. Multiple Stimulus Preference Assessment without Replacement (MSWO) is a no cost diagnostic tool that generates a ranked order list of preferences for a specific
individual. MSWO assessments allow the student to rank stimuli that are most preferred among an array of options. Various stimuli can be utilized as choices in the preference assessment including: tangibles, opportunities for attention, and preferred activities. Choices can be presented in verbal, pictorial or written formats.

EBA Brief for Choice-Based Stimulus Preference Assessment Multiple Stimulus Preference Assessment without Replacement (MSWO)

MSWO Form

The success of reinforcement-based interventions is dependent upon an educator’s ability to determine reinforcing stimuli that function as powerful rewards/consequences. Class-wide rewards might not be rewarding for all students, especially those who are at an increased risk for maladaptive academic and social behaviors. The application of preferred stimuli can serve as a powerful reward that increase a student’s success of adopting appropriate alternative academic and social behaviors. Paired stimulus (PS) preference assessment is a no cost diagnostic tool that generates a ranked order list of preferences for a specific individual. PS assessments allow the student to rank stimuli that are most preferred among an array of options. Various stimuli can be utilized as choices in the preference assessment including: tangibles, opportunities for attention, and preferred activities. Choices can be presented in verbal, pictorial or written formats.

EBA Brief for Choice-Based Stimulus Preference Assessment Paired Stimulus Preference Assessment (PS)

Paired Stimulus Preference Assessment Form