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Checklist for Informal Functional Behavioral Assessment and Behavior Support Planning
STEP ONE: FUNCTIONAL BEHAVIORAL ASSESSMENT INFORMATION
Identifying Problem Behavior (3 minutes)
What does he/she specifically do that is a problem?
What does this behavior look like? Sound like?
Identifying Student Strengths: (3 minutes)
What does he/she do that is helpful to other students and adults?
How does he/she show respect?
What are his/her greatest attributes?
Identifying Fast and Slow Triggers: (5 minutes)
What sets his/her behavior off?
What is going on when he/she does these things? (be specific)
What else is going on when the problem behavior occurs?
Are there problems with transitions? (specify)
Are there problems with specific kids/adults?
Are there problems with other general features?
Identify Consequences of Problem Behaviors: (5 minutes)
What do you do when the problem behavior occurs?
What happens immediately after the problem behavior occurs?
What do others do (students/staff) immediately after the problem behavior occurs?
Identify Perceived Function: (5 minutes)
What do you think he/she gets by behaving this way?
What might he/she get out of or avoid?
STEP TWO: SUMMARIZE
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).
Competing Path Analysis (5 minutes)
Identify a desired behavior
Identify an alternative behavior
STEP THREE: DEVELOP SUPPORT PLAN
Initial Behavior Plan Development –Proactive Component (5 minutes)
What environmental adjustments will be used to prevent and to make the student’s problem behavior
unnecessary?
What will be done to the environment the prevent occurrences of the fast and slow triggers?
Initial Behavior Plan Development –Teaching Component (5 minutes)
What behaviors (skills) will be taught to replace or meet the same function as the student’s problem
behavior?
What behaviors will improve his or her ability to function more effectively?
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
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?
STEP 1: Initial Line of Inquiry for Problem Behavior
Strengths of the Student:
Slow Triggers
(Setting Events)
Fast Triggers
(Antecedents)
Problem Behavior
Actual
Consequence
Perceived
Function
STEP 2: Summarize/Identify Replacement Behaviors
Desired Behavior
Slow Trigger
Fast Trigger
Problem Behavior
Consequence
Perceived Function
Replacement Behavior
STEP 3: Initial Behavioral Intervention Plan Components
Proactive:
Educative:
Functional:
What will be done to the environment the
prevent occurrences of the fast and slow
triggers?
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?
How will consequences be
managed to insure the student
receives reinforcers for desired
behaviors and replacement
behaviors not problem
behavior?
What other changes to the environment
will make the problem behavior
unnecessary?
How will adults respond
differently in order to reinforce
replacement behavior and not
accidentally reinforce problem
behavior?
Questions to Drive Functional Assessment and Behavioral Support
Contexts:
Under what circumstances is the problem behavior most likely?
WHEN?
WHERE?
WHAT?
WHO?
WHY?
Examples of POSSIBLE FAST AND SLOW TRIGGERS
changes in environment
clarity of expectations
activity/task difficulty
auditory/visual stimuli
nature of interactions
length of engagement
availability/organization
(e.g., tone, proximity, pace of instructions
of materials
contact)
Assistance provided
opportunity for choices
amount/type of attention
hunger, thirst, pain, or
times of day/activity
level of supervision
discomfort
Functions:
What consequences or results predictably follow the problem behavior?
WHAT DO THEY GET?
WHAT DO THEY AVOID?
Examples of POSSIBLE MAINTAINING CONSEQUENCES
social reactions/attention
access to materials
eases discomfort/pain
proximity or contact
activities
allows space/movement
changes sequence of
food/drink
reduction in demands
activity/routines
sensory stimulation
(e.g., difficulty, length,
clarifies expectations
modifies physical
pace)
increased assistance
environment
delays activity/event
Lifestyle:
What broader issues are important influences on the behavior?
Examples:
daily activity schedule
instructional curriculum
predictability of routines
variety of activities
materials available
social relationships
comfort of surroundings
preferences of individual
organization of setting
history of intervention medical and physical
ratio of support providers
issues (e.g., nutrition,
level of personal control
illness, medications)
STEP 4: Implementation & Monitoring Action Plan
What needs to be done?
Implementation Strategies
Evaluation Plan
Next meeting
When will it be done?
(timelines)
Who will do it?