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The document outlines a functional assessment framework focusing on background information, target behaviors, antecedent and consequence analyses, and the functions of behaviors. It emphasizes the need to identify and prioritize specific behaviors to address, understand the circumstances surrounding their occurrence, and analyze the reinforcement mechanisms involved. The assessment aims to provide a comprehensive understanding of the child's behavior to inform effective intervention strategies.

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Laura Taylor
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4 views

Questions to ask

The document outlines a functional assessment framework focusing on background information, target behaviors, antecedent and consequence analyses, and the functions of behaviors. It emphasizes the need to identify and prioritize specific behaviors to address, understand the circumstances surrounding their occurrence, and analyze the reinforcement mechanisms involved. The assessment aims to provide a comprehensive understanding of the child's behavior to inform effective intervention strategies.

Uploaded by

Laura Taylor
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Brief Functional Assessment

Background information
 General characteristics
 General skill levels
 Communication
 Social skills
 Family history
 Previous ‘treatment’

Target behaviour
 Exactly what is the target behaviour we would like to lessen?
 The absence of which behaviours would make the most
difference to everyone?
 From this list can you prioritise which behaviour should be
targeted?
 Can you describe these in terms of what the child does, as
specifically as possible?
 How intensely and how frequent is the current behaviour
occurring?
 How would I know that it’s started and how would I know that
it’s finished?
 Tell me about what happens between start and stop?
 If I plotted the behaviour over time on a graph what would it
look like?
 How has the behaviour developed over time?
 Have there been any recent increases or decreases?
 When did the behaviour first appear?
 When did the behaviour last occur?
 Has anything significant happened to influence or prompt the
behaviour?
 Have there been any health issues which are linked with the
behaviour?

Antecedent Analysis
 What would I have to do to make this behaviour occur?
 Under what circumstances is it most likely that the child will
display the target behaviour? (Consider place, activities,
people, time of day, day of the week etc).
 If you wanted to guarantee a problem occurring, what would
you do?
 Under what circumstances is it least likely that the child will
display the target behaviour? (Consider place, activities,
people, time of day, day of the week etc).
 If you wanted to guarantee a period without problems
occurring, what would you do?
 What is happening when the behaviour is absent?
 What usually happens just before an incident? (ie. Something
said, noises, criticism, work given, physical contact/proximity
etc).

Consequence Analysis
 What is reinforcing or maintaining the behaviour?
 What is given – what does the pupil get from presenting the
behaviour?
 What is taken away – what does the pupil get away from
through presenting the behaviour?
 What do adults usually do when the behaviour occurs?
 What do peers usually do when the behaviour occurs?
 What do family members usually do when the behaviour
occurs?
 What methods have been used in the past to manage the
behaviour and how effective have they proved to be?
 What effect does the behaviour have on everyone involved?

Function of behaviours
 Communication – is the child sending a signal/message?
 Initiate social interaction – are they encouraging social
interaction from peers/adults?
 Stimulation – do they enjoy the presentation of behaviour?
 Escape/avoidance – do they get away from something or
somebody?
 Obtain things – what do they get for presenting the
behaviour?

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