stress Vision Hearing Corrective feedback Redirection Loss or failure Academic frustration Other: ANTECEDENTS: What typically occurs prior to the target behavior? When does the target behavior most often occur? Morning, approximate time: Afternoon, approximate time: Recess Lunch Time of day does not seem to affect behavior Other: In what setting does the target behavior most often occur? General education classroom Special education classroom Cafeteria Hallway Playground/recess Bathroom Gym Unstructured setting: Itinerants: Location does not seem to affect this behavior Other: During what activities/subject does the target behavior most often occur? Subject area: Whole group instruction Small group instruction (<10 students) 1:1 instruction Unstructured activities Transitions Task direction/explanation Who is present when the target behavior most often occurs? General education teacher Special education teacher Paraeducator Peers Administrators Itinerant teacher Presence of a particular person(s) does not seem to affect this behavior Other: What events immediately precede the target behavior? Task demand Non preferred task/activity Difficult task/activity presented Transition from preferred to non-preferred activity/task Lack of attention/attention to others Changes in schedule Loss of privilege Consequence imposed Preferred activity interrupted Denied access to preferred activity Physical touch A particular sound:
Request denied/Being told “No” Verbal reprimand Negative verbal interaction with peer Non-verbal redirection Other: CONSEQUENCES: What is most likely to occur following the target behavior? Verbal reprimand or corrective feedback Non-verbal redirect Laughing, comments/teasing from peers Eye contact Supportive/calm interaction from adult Student is given access to preferred activity/item Student is prompted to use strategies to calm/relax Student is prompted to go to “calm space” in classroom Removal from setting Peers are removed from setting Task is modified Task is removed Loss of privilege Loss of points on point sheet Seclusion Therapeutic restraint Movement break Access to calming activity/space Behavior is ignored Access to preferred adult Administration responds Law enforcement is contacted PREVIOUS INTERVENTIONS: What has been consistently implemented to prevent target behavior? Student conference Parent contact/conference Environmental modifications Individual goal setting Temporary Crisis Plan Reteaching of procedures Reward/Point system Curriculum modifications Modified instruction Other STUDENT PREFERENCES AND REINFORCERS 1:1 with preferred adult Play a game with a peer Lunch with preferred adult Stickers Positive note/phone call home Share success with Administrator Extra computer time Extra recess Homework pass Student helper Teacher helper Class job Other: Other: Reteaching of behavioral expectations Modified assignments Schedule adjustment Behavior contract Verbal reprimand Non-verbal redirection Visual task list Visual schedule Social skills instruction
STEP 3: FORMULATE HYPOTHESIS FUNCTION: Identify one primary function of the target behavior. The student GAINS: OR The student AVOIDS or ESCAPES Teacher/adult attention Teacher/adult attention Peer attention/acceptance Peer attention Desired item Non-preferred activity Preferred activity/privileges Instructional task Control of others or situation? Non-preferred setting Sensory input Non-preferred social interaction Transition Aversive physical sensation Sensory input (reduction) HYPOTHESIS STATEMENT: When (describe ANTECEDENT)… …...the student (describe TARGET BEHAVIOR)… ….in order to (state the FUNCTION). DEFICIT: Is the student’s failure to perform appropriate behavior due primarily to a: Skill deficit Performance deficit Identify evidence used to determine type of deficit: