John Brady, PhD/ CSP640
The Functional Assessment of Academic Behavior – Worksheet
Student:
Parent:
Teacher:
Examiner:
Concern:
School:
Grade: _____
Home Phone: __________________
Date case started:
I.
Conference with teacher to define the problem/concern as clearly and
behaviorally as possible. Use the Teacher Interview Form for Academic
Problems (Shapiro, 1996). Ask the teacher for examples of the child’s work
(permanent products) in the affected academic area. At the end of the teacher
interview, give the teacher the Instructional Needs Checklist and request that it
be completed and returned before your observation.
Date given: _______ Date returned: _______
II.
Observe the student in class using the attached outline to organize your
observation in relation to the most important classroom environmental influences.
You may also want to complete the BASC/SOS scale during this observation to
determine engaged time.
III.
Interview the student as soon as possible (that same day) after your observation
using the Student Interview Record.
IV.
Interview the teacher as soon as possible (that same day) after your observation
using the Teacher Interview Record.
V.
Interview the child’s parent(s) (prior to the classroom observation if possible)
using the Parent Interview Record and the Parental Experience With Their
Child’s Learning and Schoolwork forms(or the combined form that I
developed) as a template. Send them home for parents to fill out ahead of time.
They are a little redundant but cover enough unique material to warrant having
them both filled out. Try to get them back before your meeting with the parents
so you can use your meeting to elaborate and clarify themes that you see in their
responses.
Date given: _______ Date returned: _______
VI.
Using the data collected in steps I through V (and any other information
available) to fill out the Instructional Environment Checklist: Annotated
Version Form. This form will help you decide whether the 24 components are
present/not present and how important they are to the case at this time. The form
also outlines a number of intervention ides for each component.
John Brady, PhD/ CSP640
FAAB Assessment Guide
Student: ___________________________________ School: ______________________________ Grade: ___________ Age: ______
Examiner: ________________________ Parent(s): ______________________________ Teacher: _____________________________
Concern: _____________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Support for Learning
Components
Teacher Interview
Date: _________
Classroom Observation
Date: _______
Planning:
Does instruction match the student’s needs/skills? Does instruction
planning differ for this student from other students?
Student Interview
Date: ________
If the student has trouble with an assignment,
does the teacher help or give him something
he is better able to do? Can the student do
his/her own work?
Instructional
Support/Match
Are expectations realistic and high? Are they different for this student
from other students? How are they communicated to student?
Does the student participate in class (i.e.
answer questions). Does the student know
what the teacher expects? What are the
consequences for not meeting expectations?
Instructional
Expectations
Management:
Is the teacher’s classroom management effective for this student?
Classroom environment
Does the student know: the rules in the
classroom, the consequences for not following
rules? Does the student like being in the
class? How does he/she ask for help?
John Brady, PhD/ CSP640
Delivery:
Is instruction clear? Effective? Is understanding checked?
Does the teacher make sure the student
understands a lesson before independent
work/practice? Can the student follow and
understand the teacher’s directions?
Instructional Presentation
W\hat success has the teacher had teaching this student thinking skills/strategies?
Does the teacher give the student answers or
help him/her figure it out? Does the student
know strategies?
How does the teacher motivate the student? What works best?
Does the student think the lessons are
interesting? Too hard/easy? What are
rewards for doing good work?
Can the student practice tasks with appropriate materials and a high
success? Can the student do it independently?
Does the student have enough time to finish
all work? Is the work relevant? Does the
teacher check independent work? Does the
student work hard? Does the student have
enough work to do?
Does the student receive immediate and specific information on
performance/behavior?
Does the teacher tell student how well he/she
is doing? Help when he/she makes a mistake?
Does the student know areas he/she needs to
improve on?
Cognitive Emphasis
Motivational Strategies
Relevant Practice
Informed Feedback
John Brady, PhD/ CSP640
Is the student engaged in responding to academic content? How does the
teacher redirect the student when needed?
Does the student feel like he/she is always
busy working? Does the student feel like
he/she pays attention when the teacher is
teaching?
Is the curriculum modified to accommodate the student’s needs/abilities?
What is feasible to try?
Does the teacher tell/show student different
ways to do an assignment?
How/how often does the teacher measure the student’s progress toward
objectives? Is this information used to plan future instruction?
Does the student feel like he/she learns a lot in
school? Does the student know how well
he/she is doing in class? Can the student
check his/her own work?
Does the student understand instructional goals? Is the student aware of
his/her difficulties?
Does the student know why the teacher
teaches certain things? Does the student
understand how to do his/her own work?
Monitoring and Evaluation:
Academic Engaged Time
Adaptive Instruction
Progress Evaluation
Student Understanding
John Brady, PhD/ CSP640
Components (cont.)
Teacher Interview
Parent Interview
Student Interview
Are there high expectations regarding schoolwork? Do parents emphasize the importance of
working hard in school? Does the child know what parents expect regarding school and
learning?
Home Expectations and
Attributions
Is discipline authoritative? Is the child
monitored and supervised by a
parent/guardian?
Does the child know the rules and
consequences at home? Does the child have a
say in rules?
Discipline Orientation
Do parent and child spend time together? Does the parent recognize the child for
performance/improvement in school? What happens when child’s grades are poor?
Home-affective
Environment
Does the home environment support
education? Do others participate in and
support the child’s schooling?
Parent Participation
Does the child use what he/she learns at
school in the home? Does the child discuss
books, reading, schoolwork etc. with parent?
John Brady, PhD/ CSP640
Is there a structure/routine in the home to facilitate completion of school work?
Structure for Learning
Do the teacher and parent have the same expectations for the student and believe the student can meet
them?
Does the child know what his/her parent and
teacher expect?
Do the teacher and parent agree on and maintain a routine and monitoring of the student?
Does the student recognize consistency across
home and school in terms of rules and
interactions?
Shared Standards and
Expectations
Consistent Structure
Is the student able to engage in a variety of learning opportunities both in and out of school?
Cross-Setting
Opportunity to Learn
Do parent and teacher communicate on an ongoing basis to support the student? If there is a
language barrier, does the parent know whom to contact at school in order to support student?
Does the student feel like there are people at
home and school to assist him/her in learning?
Is there a positive parent-teacher relationship in support of child?
Does the student know that teacher and parent
care about him/her personally and
academically?
Mutual Support
Positive, Trusting
Relationships
Do parent and teacher demonstrate desired behaviors and values to the student daily?.
Modeling
John Brady, PhD/ CSP640