The L-M Fergus Falls Behavior Rating Sheet (L-M FFBRS) is a standardized assessment tool designed to measure the behavior of psychiatric patients. It is particularly useful for patients who may be difficult to evaluate using traditional psychometric or psychiatric measures due to factors such as mutism, unintelligible speech, hyperactivity, or seclusion.

The L-M FFBRS was developed to meet several key criteria, including:

• Ease of use: The scale can be administered by untrained raters or aides.
• Efficiency: The scale can be completed in a short amount of time.
• Quantifiability: The scale produces quantifiable results that can be objectively measured and compared.
• Comprehensiveness: The scale assesses eleven aspects of behavior, providing a comprehensive evaluation of patient functioning.
• Sensitivity: The scale is sensitive to differences and changes in behavior, making it a useful tool for monitoring patient progress and treatment response.

The L-M FFBRS has demonstrated high inter-rater reliability, indicating that different raters are likely to produce consistent results. This, along with its other strengths, makes the L-M FFBRS a valuable tool for clinicians and researchers working with psychiatric patients.

Test Format:

The majority of items on the L-M Fergus Falls Behavior Rating Sheet are in a checklist format. In addition, there are several items that require an open-ended response.

Source:

L-­‐M Fergus Falls Behavior Ra(ng Sheet

 Items                                                                                                                                                                                                                      

Instructions: At the top of the Behavior Rating Sheet fill in as much informasion as can be found on the ward. Below you will find eleven different groups of descriptions of a par?cular type of behavior. Place a check (X) by the descrip?on that comes closest to telling how this par?cular pa?ent has behaved for                        . If the pa?ent’s behavior has changed in this period, then check the descripsion which tells how the parent has behaved most of the ?me. If the parent’s behavior is evenly divided, then check two descrip?ons (or more, if necessary). Look at each group separately, do not try to give an overall impression at any 1me because, as you well know, a certain parent may be a very good worker but he may not speak at all. If you feel that you don’t know enough about a certain bit of behavior (example, you haven’t seen the parent eat) then leave that part out, it is far more important to have true descripsuons than to have many descriptions. There will be other descrip?ons that you will have to leave out. (Examples: if parent isn’t ge Wng insulin or electric treatments, you There are blanks under some of the groups. Fill them in as per instruc?ons.

Name                                                                         Hospital Number        Age             Sex         Marital Status          Date

Diagnosis                                                                  Time on Present Ward               Ward               Religious Preference

A.    Work

          Does no work—refuses—extremely nega?vis?c.

          Does a li_le work with a lot of urging. Constant supervision is necessary.

          May have a regularly assigned job—and supervision may be necessary.

          Enthusias?c par?cipa?on in all types of work—asks for work.

          Normal interest in work—i.e., interested in some kinds of work more than others (will do other kinds than main interest if called upon to do so).

If works, at what and how many hours a day                                                                          .

B.    Response to meals

          Has to have special a_en?on, as eats too much, spoon fed or tube fed.

          Eats by self, is sloppy—may need coaxing.

          Eats by self using knife, fork, and spoon properly. May show some finickyness.

          Passes and asks for things to be passed, but will not carry on table conversa?on.

          Would not stand out among normal people for ea?ng habits.

C.    Response to other pa(ents

          Stays all alone or may strike out at other pa?ents.

          Will be with other pa?ents only for a short while and with urging.

          Some signs of friendliness—speaks to pa?ents—may have a friend.

          Some spontaneity in making contacts with other pa?ents. May ini?ate play or work of a social rela?vely high order type (card game, washing dishes).

L-­‐M Fergus Falls Behavior Ra(ng Sheet

          Helpfulness expressed toward other pa?ents—or non-­‐hos?le recogni?on of their being mentally ill and making allowances.

D.    Response to psychiatric aides and nurses

          Nega?ve—hos?le (can include striking)—doesn’t do anything requested.

          Will do a few things if asked or pushed—shows no open hos?lity.

          Will do most things when asked—will ask for simple things—”I want my toothbrush.”

          Extremely coopera?ve—will do anything when asked.

          Normal give and take rela?onship. Speaks spontaneously to nurses about things of no immediate importance (weather, baseball games, etc.).

E.    Response to doctors, social workers, psychologists

          Hos?le

          Passively nega?vis?c (would rather not have anything to do with them but will not resist).

          Will speak when spoken to.

          Seeks advice.

          Understands, accepts, and asks for therapy.

F.  Response to electric or insulin therapy

          Hos?le—etc.

          Anxious, apprehensive, but not overly hos?le.

          Passively accepts.

          Accepts posi?vely—(May say, “I feel be_er ager”).

          Asks for, understands necessity for.

G.    Occupa(onal therapy and recrea(onal therapy (walks don’t count)

          Does not par?cipate at all—nega?vis?c—hos?le.

          Par?cipates with urging for short periods.

          Par?cipates when asked—some spontaneity.

          Shows interest—par?cipates in all types wholeheartedly without discrimina?ng very much between different types—looks forward to.

          Interested in many varied ac?vi?es—normal selec?vity (likes some kinds more than others). What pa?ent is most interested in                                                                          .

H.    AMen(on to dress and person

          Has to be dressed—needs special a_en?on of one kind or another.

          Dresses self but is sloppy.

          Some interest in looks—too much lips?ck, fairly neat.

          Cares about looks and dress. Will ask for makeup or shaving equipment inconsistently (not an overall balance).

          Normal (for culture)—would not stand out in a crowd.

L-­‐M Fergus Falls Behavior Ra(ng Sheet

I.   Psychomotor ac(vity (not including going to the bathroom or meals)

          Stays in one place unless pushed, or hyperac?ve (seclusion necessary, etc.).

          Moves around a li_le (one chair to another) or if hyperac?ve, the ac?vity is not of a type making seclusion or other restric?ons necessary.

          Some ac?vity resul?ng from the influence of the illness (moves around because voices say to) and some purposeful behavior.

          Behavior mainly purposeful. S?ll moves around a li_le fast or a li_le slow.

          Normal ac?vity—would not stand out among normal people

(If hyperac?ve or stays in one place, which one?)                                                                          .

J.   Speech

          Mute or speaks a lot but it doesn’t make sense.

          A few words that make sense (“yes” or “no”).

          Speaks in short, clear sentences, “Can I have my toothbrush?”

          Speaks normally except a li_le fast or slow.

          Speaks normally.

(If mute or senseless talk, which one)                                                                          .

K.    Toilet behavior

          Un?dy any?me during the day and/or more than twice a week nightly.

          Un?dy once or twice a week nightly—brushes teeth and washes only when told to do so.

          Not un?dy—toilet behavior somewhat sloppy—brushes teeth and washes once a day without being

          Toilet behavior normal except for being too neat or too much ?me spent at one thing or occasionally

          Toilet behavior normal.

1. List below anything physically wrong with parent’s arms or
2. List below anything physically wrong with parent’s hearing, sight, and speech
3. List below any physical illness that parent