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SIB-R Scales of Independent Behavior
RevisedTRAINING
April 2013
AgendaIntroduction of PresenterEssential KnowledgeInterview - Administrative ProcedureSIB-R Full Scale AdaptiveAdaptive Rating ScaleAdaptive TipsSIB-R Full Scale Problem Behavior ScaleBehavior Rating ScaleBehavior TipsGuidelines for Completing SIB-R Problem Behavior Scale
ESSENTIAL KNOWLEDGE
Reason for following the steps: If called to testify in a Fair Hearing and you are asked on how you administered the SIB-R, you want to be able to say you followed protocol. If you do not follow protocol and the child is determined not eligible based on the SIB-R and the family appeals the decision to Fair Hearing the SIB-R results are null and void.
Face-to-face interview.
DO NOT INTERPRET THE QUESTIONS:
1. If parent is on the fence on how to rate a particular
question-rate down.
2. Slow down and listen to what parent is saying.
Interview – Administration Procedure
Full ScaleSet up – Interview Book – Response Booklet We read the statement/question & the parent follows along with the interview book.Usually Best to Use A TablePlace free of noise / distractions One respondent – One interviewerRespondent should be someone who is familiar with the rating scales & the person being assessed.Follow directionsStarting point is first item
SIB – R – Full Scale - Adaptive 14 Sub scales organized into 4 adaptive
domains Motor Skills
A) gross motor B) fine motor
Social Interaction and Communication C) Social interaction D) Language Comprehension E) Language Expression
SIB – R – Full Scale - Adaptive Personal Living
F) Eating and Meal Preparation G) Toileting H) Dressing I) Personal Self Care J) Domestic Skills
Community Living K) Time and Punctuality L) Money and value M) Work Skills N) Home / Community Orientation
Adaptive Rating Scale for SIB-R Does (or could do) Task completely without help or
supervision:
0 1 2 3
Never or Rarely
Even if Asked
Does, but not well or
About ¼ of the time may need to be asked
Does fairly well or
about ¾ of the time may need to be asked
Does very well always
or almost always with out being asked
Adaptive Tips
You can stop asking the questions after 3 zeros of the last 5 questions.
For example:
1. 0 1. 1
2. 0 2. 1
3. 1 3. 0
4. 1 4. 0
5. 0 5. 1
6. 1
7. 0
SIB-R- Problem Behavior Scale Three Broad Maladaptive indices organized
into 8 problem behavior areas Internalized
#1 Hurtful to self
#5 Unusual or repetitive habits
#7 Withdrawal or inattentive Asocial
#6 Socially offensive
#8 Uncooperative
SIB-R- Problem Behavior Scale, cont. Externalized
#2 Hurtful to others
#3 Destructive to property
#4 Disruptive Behavior
Behavior Rating Scale
Frequency
How Often?
1 2 3 4 5
Less than
once a month
1 to 3 times
a month
1 to 6 times a week
1 to 10 time a day
1 or more
times an hour
Behavior Rating Scale
SeverityHow Serious? 0 1 2 3 4Not Serious
Not a problem
Slightly Serious
A mild problem
Moderately Serious
Moderate problem
Very Serious
Severe problem
Extremely Serious
A critical problem
Behavior Tips
DO NOT DEVIATE FROM THE STANDARD QUESTION.
DO NOT lead the parent.
DO NOT give the parent the answer.
If you have seen a behavior & mom has not said it is a problem or she forgot
the behavior, discuss the behavior with mom.
If you have seen the behavior, write in the protocol section what you
observed by examiner (your name).
Behavior Tips - continued
The examples listed are only to explain what the category means.
Look at behaviors from the last 1 – 2 months.
Inability to learn, or simple lack of adaptive behavior, should not be considered to be a behavior
problem.
Behavior problems do not include chronologically age appropriate behaviors, such as crying or a
saying no.
Behaviors that typically occur together or within a few minutes of each other should be considered
to be a single problem.
If a child has more than one behavior within a single category, specify the behavior that causes the
most problem, then rate this behavior for frequency and severity.
Rate the behavior’s frequency based on its frequency during the most recent month.
ACKNOWLEDGEMENTS
I must acknowledge those who helped me put this training together:
For starting the process for the training: Liz Larsen.
For his time, guidance, & mentoring: Robert Card.
For helping me through the learning curve of Power Point: Tandy Gilbert, Tara Burrell, & Brenda Nickell.
For previewing the presentation and her encouragement: Bonnie Jones.
For consulting with me about the format of the handouts: Margaret Cuoio & Tandy Gilbert.
Thanks to all of you who have attended this training. I hope it was beneficial to you.
Please contact me with any questions.