Step One: Functional Behavioral Assessment Information

R Checklist for Informal Functional Behavioral Assessment and Behavior Support Planning

STEP ONE: FUNCTIONAL BEHAVIORAL ASSESSMENT INFORMATION

c Identifying Problem Behavior (3 minutes)

1. What does he/she specifically do that is a problem?

2. What does this behavior look like? Sound like?

c Identifying Student Strengths: (3 minutes)

1. What does he/she do that is helpful to other students and adults?

2. How does he/she show respect?

3. What are his/her greatest attributes?

c Identifying Fast and Slow Triggers: (5 minutes)

1. What sets his/her behavior off?

2. What is going on when he/she does these things? (be specific)

3. What else is going on when the problem behavior occurs?

4. Are there problems with transitions? (specify)

5. Are there problems with specific kids/adults?

6. Are there problems with other general features?

c Identify Consequences of Problem Behaviors: (5 minutes)

1. What do you do when the problem behavior occurs?

2. What happens immediately after the problem behavior occurs?

3. What do others do (students/staff) immediately after the problem behavior occurs?

c Identify Perceived Function: (5 minutes)

1. What do you think he/she gets by behaving this way?

2. What might he/she get out of or avoid?

STEP TWO: SUMMARIZE

c Specific Hypothesis Formation: (2 minutes)

1. Write summary statement using the following format: When (fast trigger) happens in conjunction with (slow trigger), the student does (problem behavior), in order to (perceived function).

c Competing Path Analysis (5 minutes)

1. Identify a desired behavior

2. Identify an alternative behavior

STEP THREE: DEVELOP SUPPORT PLAN

c Initial Behavior Plan Development –Proactive Component (5 minutes)

1. What environmental adjustments will be used to prevent and to make the student’s problem behavior unnecessary?

2. What will be done to the environment the prevent occurrences of the fast and slow triggers?

c Initial Behavior Plan Development –Teaching Component (5 minutes)

1. What behaviors (skills) will be taught to replace or meet the same function as the student’s problem behavior?

2. What behaviors will improve his or her ability to function more effectively?

c Initial Behavior Plan Development –Consequences Component (5 minutes)

1. How will consequences be managed to insure the student receives reinforcers for desired behaviors not problem behavior?

2. How will adults respond differently in order to reinforce replacement behavior and not accidentally reinforce problem behavior?

STEP THREE: IMPLEMENT AND PLAN FOR EVALUATION

c Implementation and Monitoring Action Plan (5 minutes)

1. What will be done to implement the plan, who will do it, and when will it be done?

2. What additional resources are needed?

3. What evaluation tools will be used?

4. When will the team meet next to evaluate/refine the plan?

- Adapted from: Tilly, W. D., Kovaleski, J., Dunlap, G., Knoster, T. P., Bambara, L., & Kincaid, D. (1998). Functional behavioral assessment: Policy development in light of emerging research and practice. Alexandria, VA: National Association of State Directors of Special Education (NASDSE)

Initial Line of Inquiry for Problem Behavior

Strengths of the Student:
Slow Triggers
(Setting Events) / Fast Triggers
(Antecedents) /

Problem Behavior

Actual Consequence

/ Perceived Function

Behavioral Intervention Plan Components

Proactive:
What environmental adjustments will be used to make the student’s problem behavioral unnecessary? / Educative:
What behaviors (skills) will be taught to replace or meet the same function as the student’s problem behavior and improve his or her ability to function more effectively? / Functional:
How will consequences be managed to insure the student receives reinforcers for positive behavior, not problem behavior?

Implementation & Monitoring Action Plan

What needs to be done? / When will it be done?
(timelines) /