functional assessment checklist for teachers and staff

Lemon

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01-02-2025

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This checklist provides a framework for conducting a functional assessment to understand challenging behaviors exhibited by students. It's designed for teachers and staff to use collaboratively, focusing on identifying the function of the behavior—what need the student is meeting—rather than simply labeling the behavior itself. Understanding the function is crucial for developing effective, positive behavioral interventions and support (PBIS).

Note: This checklist is a guide and may need adaptation based on individual student needs and school policies. Always consult with relevant professionals, such as special education staff, school psychologists, and administrators, for comprehensive support and individualized plans.

Section 1: Identifying the Behavior

Student Name: _______________ Date: _______________ Grade: _______________

Target Behavior: (Describe the specific behavior in observable and measurable terms. Avoid subjective language.) ____________________________________________________________________________________________________________________________________________________________________________________________________

Frequency: (How often does the behavior occur?) ____________________________________________

Intensity: (How severe is the behavior? Consider physical harm, disruption to learning, etc.) _____________________________________________________________________________________

Duration: (How long does the behavior typically last?) _________________________________________

Setting Events: (What situations, times of day, or environmental factors frequently precede the behavior?) ____________________________________________________________________________________________________________________________________________________________________________________________________

Section 2: Analyzing the Antecedents (What happens before the behavior?)

Use the following prompts to consider the events leading up to the target behavior. Check all that apply and provide specific examples:

☐ Instructional Demands: (e.g., difficult task, unclear directions, fast-paced instruction) Describe: _________________________________________________________________________

☐ Environmental Factors: (e.g., noise level, temperature, overcrowding, lack of preferred activities) Describe: _________________________________________________________________________

☐ Social Interactions: (e.g., peer teasing, conflict with a classmate, lack of social interaction) Describe: _________________________________________________________________________

☐ Internal Factors: (e.g., hunger, fatigue, illness, medication side effects) Describe: _________________________________________________________________________

☐ Transitions: (e.g., changes in activity, moving between classrooms or settings) Describe: _________________________________________________________________________

Section 3: Analyzing the Consequences (What happens after the behavior?)

Use the following prompts to consider the outcomes of the target behavior. Check all that apply and provide specific examples:

☐ Positive Reinforcement: (e.g., attention from adults, escape from a task, access to preferred activities) Describe: _________________________________________________________________________

☐ Negative Reinforcement: (e.g., removal of a demand, avoidance of an unpleasant task) Describe: _________________________________________________________________________

☐ Punishment: (e.g., reprimands, time-out, loss of privileges) Describe: _________________________________________________________________________

☐ No Apparent Change: (The behavior seems to have no consistent consequence)

Section 4: Hypothesis Formation

Based on your observations in Sections 2 and 3, formulate a hypothesis about the function of the target behavior. What is the student gaining or avoiding by engaging in this behavior?

Hypothesis: The student's target behavior of [State Target Behavior] appears to be maintained by [State the Function – e.g., gaining attention, escaping a task, accessing preferred activities].

Section 5: Intervention Planning

Based on your hypothesis, develop a plan for interventions. This plan should focus on teaching alternative behaviors and manipulating antecedents and consequences to reduce the target behavior. Consider:

• Antecedent Interventions: How can we modify the environment or instructional strategies to prevent the behavior from occurring?
• Replacement Behaviors: What positive behavior can the student use instead of the target behavior to achieve the same function?
• Consequence Interventions: How can we provide positive reinforcement for the replacement behavior and minimize reinforcement for the target behavior?

This checklist serves as a starting point for a comprehensive functional assessment. Regular monitoring and adjustment of the intervention plan are crucial for its effectiveness. Collaboration among teachers, staff, parents, and other professionals is essential for successful implementation.