(FBA) Worksheet â GUIDING QUESTIONS - Exceptional Children ...
(FBA) Worksheet â GUIDING QUESTIONS - Exceptional Children ...
(FBA) Worksheet â GUIDING QUESTIONS - Exceptional Children ...
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Programs for <strong>Exceptional</strong> <strong>Children</strong><br />
Union County Public Schools<br />
Functional Behavioral Assessment (<strong>FBA</strong>) <strong>Worksheet</strong> – <strong>GUIDING</strong> <strong>QUESTIONS</strong><br />
Name: ____ (What is the student’s name?)______ Grade: _ (What grade is he/she in?)____ School: ___ (Where are we?)__________<br />
Student Strengths:<br />
What does he/she do that is helpful to other students/adults?<br />
How does he/she show respect?<br />
What are his/her greatest attributes?<br />
When/where/with whom are problem behaviors not displayed?<br />
Slow Triggers<br />
Fast Triggers<br />
Problem<br />
Behaviors<br />
Perceived Function<br />
Actual Consequences<br />
What specific things can you think<br />
of that DO NOT cause the behavior<br />
to occur, but make it more likely<br />
that it will occur?<br />
Are there any chronic health<br />
problems (i.e. allergies, nutrition,<br />
sleep problems, medications & side<br />
effects, et cetera)?<br />
Are there any known disabilities<br />
(i.e. speech/language impaired,<br />
learning disability, et cetera)?<br />
Are there any medical diagnoses<br />
(i.e. autism, ADHD, et cetera)?<br />
Does the student have academic<br />
problems?<br />
Does the student have<br />
opportunities to interact with<br />
What sets the behavior<br />
off?<br />
What is going on when<br />
he/she does these things?<br />
What else is going on<br />
when the problem<br />
behavior occurs?<br />
What event(s) directly<br />
precede the inappropriate<br />
behavior(s)?<br />
Does getting started on<br />
all assignments create<br />
difficulty, or only certain<br />
types of assignments?<br />
If written tasks are a<br />
problem, are they across<br />
all subjects?<br />
What does the<br />
student<br />
specifically do<br />
that is a<br />
problem?<br />
What does the<br />
student do that<br />
aggravates other<br />
students/adults?<br />
How does<br />
he/she show<br />
disrespect?<br />
What does the<br />
behavior look<br />
like? Sound<br />
like?<br />
BE SPECIFIC!<br />
What do you think he/she<br />
gets by behaving this way?<br />
What does he/she avoid or<br />
get out of doing?<br />
What might he/she be<br />
getting or avoiding?<br />
What else might the<br />
student get or access as a<br />
result of engaging in the<br />
behavior?<br />
Does his/her behavior<br />
result in a power struggle?<br />
Does he/she engage in the<br />
behavior to:<br />
Gain access to others?<br />
What do you do when<br />
the problem behavior<br />
occurs?<br />
What do others (i.e.<br />
students) do when the<br />
problem behavior<br />
occurs?<br />
What happens<br />
immediately after the<br />
problem behavior?<br />
What do you do<br />
immediately when the<br />
student engages in the<br />
problem behavior?<br />
What happens to the<br />
task or assignment at<br />
hand when the student<br />
engages in the problem<br />
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his/her peers?<br />
Slow Triggers<br />
Do changes in the schedule affect<br />
behavior?<br />
Are there problems with<br />
transitions? What types<br />
of transitions?<br />
Programs for <strong>Exceptional</strong> <strong>Children</strong><br />
Union County Public Schools<br />
Gain access to<br />
preferences?<br />
Obtain a sense of control?<br />
Clarify the rules?<br />
behavior?<br />
Does the student have<br />
materials/supplies to use freely at<br />
school to get work done?<br />
Does the student know how to<br />
share/take turns?<br />
Fast Triggers<br />
Do the behaviors occur<br />
during certain types of<br />
activities? In certain<br />
settings?<br />
Perceived Function<br />
(Get/Avoid)<br />
Avoid unpleasant<br />
circumstances (i.e. person,<br />
place, tasks)?<br />
Does the student communicate<br />
effectively?<br />
Does the student accept<br />
corrections/feedback appropriately?<br />
Do behaviors occur<br />
when the child is around<br />
all adults/peers or only<br />
certain adults/peers?<br />
Avoid feelings of<br />
inadequacy?<br />
Avoid feelings of<br />
embarrassment?<br />
What is the parent(s) work<br />
schedule?<br />
What is the student’s home<br />
situation?<br />
Are there basic needs not being<br />
met (i.e. food, clothing, shelter,<br />
etc.)?<br />
Avoid anxiety?<br />
Relieve tension?<br />
Gain sensory<br />
feedback/feels good?<br />
Reduce uncomfortable<br />
stimuli?<br />
Any unique or upsetting events<br />
happen recently?<br />
Increase beneficial<br />
stimuli?<br />
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