January 2017 /
1. Describe the problem behavior and how often it is happening. What does the behavior look like? How often does the behavior occur throughout the day and week? How long does the problem behavior tend to last?
2. Where is the problem behavior most likely to happen?
3.Who is engaged in the behavior? Are there certain people who tend to almost always be involved before or during the behavior?
4.Whendoes the problem behavior most likely occur? Does it occur at a particular time of day or during a certain activity?
5. What is happening just before the problem behavior occurs? What triggers the behavior?
6. What happens as a result of the behavior? What do the adults do? What do the other children do? What are the consequences?
7. Whyis the problem behavior continuing? Is there something the child is able to avoid or obtain as a result of the behavior? What other lifestyle or setting changes tend to influence behavior? For example, does problem behavior occur more often when the child doesn’t sleep well, uses a different form of transportation, takes medication, doesn’t eat breakfast, doesn’t get outdoor time when it’s raining, has an unexpected change in a routine, arrives late or early, etc.?
Think about the sequence of the behavior:
Sample Precision Problem Behavior Statement:
Precision Problem Behavior Statement:
Every day, during morning center time, when it is time to put materials away and transition to large group instruction, Alyssa cries, holds her toys tightly and refuses to put them away repeatedly screaming, “No!”. When the teacher or teacher assistant assists Alyssa by leading her to the appropriate bin or shelf, Alyssa flails about, screams and hits the teacher or teacher assistant. The teacher/teacher assistant holds Alyssa’s hands still and talks calmly to her while rubbing her back for about 30-60 seconds and she stops flailing, hitting and screaming. The teacher/teacher assistant ends up removing the toys from her hands and putting them away and then holds Alyssa’s hand and she reluctantly allows teacher/teacher assistant to lead her to the group activity.
NC Early Learning Network is a joint project of the NC Department Of Public Instruction, Office Of Early Learning
and UNC Frank Porter Graham Child Development Institute