Functional Analysis Assessment/Behavior Intervention (PDF)

More documents

Recommendations

Info

STEP 3: RECORDING BEHAVIORS When? Describe behavior. What happened before? What happened Date? after? [intensity, duration and frequency] Time? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 4
STEP 4: DEVELOP A THEORY The checklist below is helpful in figuring out the purpose of a specific behavior. Some behaviors may serve more than one purpose. The purpose of the behavior may be ATTENTION if it occurs.... • When you are not paying attention to the student (e.g. you are talking to someone else in the room, or are on the phone.) • When you stop paying attention to the student. The purpose of the behavior may be ESCAPE/AVOIDANCE if it occurs.... • When you ask the child to do something that he or she does not seem to like or want to do. (e.g., complete a task, put materials away) • The behavior stops after you stop “making demands” The purpose of the behavior may be GETTING SOMETHING if it occurs.... • When you take away an object or activity. • It the behavior stops soon after you give the student materials, or the student has requested an activity that is desirable to the student. • When the student can not have an object, or activity that has been requested. The purpose of the behavior may be SELF - REGULATION if it tends.... • To be performed over and over again, in a rhythmic or cyclical manner. • Happens when there is either many things going on in the area or very little going on in the area. (e.g., noise, movement, people, activity...) • The student can still do other things while performing the behavior. The purpose of the behavior may be PLAY if it tends.... • To be repeated when no one else is around • To be enjoyed by the student performing the behavior (e.g., smiling, laughing) • The student cannot do other things while performing this behavior. THE MAIN PURPOSE OF THIS BEHAVIOR IS: _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 5
Page 1 and 2: BEHAVIOR SUPPORT SERVICES FUNCTIONA
Page 3: STEP 2: ANSWERING KEY QUESTIONS HOW
Page 7 and 8: What materials are needed? STEP 6:

Functional Analysis Assessment/Behavior Intervention (PDF)

Create successful ePaper yourself

Delete template?

Save as template?