Functional Behavioral Assessment

Functional Behavioral Assessment

Functional Behavioral Assessment Teacher Interview Form

Describe the behavior of concern.

How often does the behavior occur?

How long does it last?

How intense is the behavior?

What is happening when the behavior occurs?

When/where is the behavior most/least likely to occur?

 With whom is the behavior most/least likely to occur?

 What conditions are most likely to precipitate (“set off ”) the behavior?

How can you tell the behavior is about to start?

 What usually happens after the behavior? Describe what happens according to adult(s), peers, and student responses

What is the likely function (intent) of the behavior; that is, why do you think the student behaves this way? What does the student get or avoid?

 What behavior(s) might serve the same function (see question 9) for the student that is appropriate within the social/environmental context?

What other information might contribute to creating an effective behavioral intervention plan (e.g., under what conditions does the behavior not occur?)

 Who should be involved in the planning and implementation of the behavioral intervention plan?

Functional Behavioral Assessment Student Assisted Interview Form

1. Tell me about things you like/dislike in school; home; and other places.

2. Tell me about the things that seem to be going well/not so well at school; home; and other places.

3. Tell me about the subject/class you like most/least; why?

4. Tell me about when you seem to have the most/least problems (where are you; what time of day; who else is around you?).

5. Tell me what happens when you abandon the group without asking permission or volunteering your answers without waiting for your turn. What does the teacher say/do; what do the other students say/do?

6. Do you remember what were you thinking right before you started to abandon the group without asking permission or volunteering your answers without waiting for your turn?

Library / Writing Center Usage

Teacher candidates are expected to make full use of the resources in the curriculum library and writing center. Students must make arrangements for them to be accessed in a timely fashion using the call system of the library/writing center. The teacher candidate must ensure his/her own capability of accessing on-line resources and services. Selected resources are placed on reserve for candidates to use.

Written Assignments

In preparation of developing your edTPA portfolio, all assignments must be word-processed using 11 pt. Arial font, double-spaced, with one inch margins. APA style (6th edition) is required. Students are strongly encouraged to utilize Grammarly or a similar editing software component.

Instructions: The Motivation Assessment Scale is a questionnaire designed to identify those situations in which an individual is likely to behave in certain ways. From this information, more informed decisions can be made concerning the selection of appropriate reinforcers and treatments. To complete the Motivation Assessment Scale, select one behaviour that is of particular interest. It is important that you identify the behaviour very specifically. Aggressive, for example, is not as good a description as hits his sister. Once you have specified the behaviour to be rated, read each question carefully and circle the one number that best describes your observations of this behaviour.

QUESTIONS ANSWERS

1. Would the behaviour occur continuously, over and over, if this person was left alone for long periods of time (For example, several hours.) Never 0 Almost Never 1 Seldom 2 Half the Time 3 Usually 4 Almost Always 5 Always 6

2. Does the behaviour occur following a request to perform a difficult task? Never 0 Almost Never 1 Seldom 2 Half the Time 3 Usually 4 Almost Always 5 Always 6

3. Does the behaviour seem to occur in response to your talking to other persons in the room? Never 0 Almost Never 1 Seldom 2 Half the Time 3 Usually 4 Almost Always 5 Always 6

4. Does the behaviour ever occur to get a toy, food, or activity that this person has been told that he or she can’t have? Never 0 Almost Never 1 Seldom 2 Half the Time 3 Usually 4 Almost Always 5 Always 6

5. Would the behaviour occur repeatedly, in the same way, for a very long periods of time if no one was around? (For example, or king back and forward for over an hour). Never 0 Almost Never 1 Seldom 2 Half the Time 3 Usually 4 Almost Always 5 Always 6

6. Does the behaviour occur when any request is made of this person? Never 0 Almost Never 1 Seldom 2 Half the Time 3 Usually 4 Almost Always 5 Always 6

7. Does the behaviour occur whenever you stop attending to this person? Never 0 Almost Never 1 Seldom 2 Half the Time 3 Usually 4 Almost Always 5 Always 6

8. Does the behaviour occur when you take away a favourite toy, food or activity? Never 0 Almost Never 1 Seldom 2 Half the Time 3 Usually 4 Almost Always 5 Always 6

9. Does it appear to you that this person enjoys performing the behaviour? (eg it feels, tastes, looks, smells and/or sounds pleasing) Never 0 Almost Never 1 Seldom 2 Half the Time 3 Usually 4 Almost Always 5 Always 6

10. Does this person seem to do the behaviour to upset or annoy you when you are trying to get him or her to do what you ask? Never 0 Almost Never 1 Seldom 2 Half the Time 3 Usually 4 Almost Always 5 Always 6

11. Does this person seem to do the behaviour to upset or annoy you when you are not paying attention to him or her (for example, if you are sitting in a separate room, interacting with another person.) Never 0 Almost Never 1 Seldom 2 Half the Time 3 Usually 4 Almost Always 5 Always 6

12. Does the behaviour stop occurring shortly after you give this person the toy, food or activity he or she as requested? Never 0 Almost Never 1 Seldom 2 Half the Time 3 Usually 4 Almost Always 5 Always 6

13. When the behaviour is occurring, does this person seem unaware of anything else going on around him or her? Never 0 Almost Never 1 Seldom 2 Half the Time 3 Usually 4 Almost Always 5 Always 6

14. Does the behaviour stop occurring shortly after (one to five minutes) you stop working or making demands of this person? Never 0 Almost Never 1 Seldom 2 Half the Time 3 Usually 4 Almost Always 5 Always 6

15. Does this person seem to do the behaviour to get you to spend some time with him or her? Never 0 Almost Never 1 Seldom 2 Half the Time 3 Usually 4 Almost Always 5 Always 6

16. Does the behaviour seem to occur when this person has been told that he or she can’t do something he or she had wanted to do? Never 0 Almost Never 1 Seldom 2 Half the Time 3 Usually 4 Almost Always 5 Always 6. What consequence(s) usually follow the child’s challenging behavior?

2. Does the child enjoy praise from adults and children? Does the child enjoy praise from some people more than others?

3.  What is the likelihood of the child’s appropriate behavior (e.g., participating appropriately, cooperating, following directions) resulting in acknowledgment or praise from adults or children?

4.  What is the likelihood of the child’s challenging behavior resulting in acknowledgment (e.g., reprimands, corrections, restating classroom rules) from adults and children?

5.  What items and activities are most enjoyable to the child? What items or activities could serve as special rewards?
Powered by