(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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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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