Fba Checklist

Functional Behaviour Assessment Checklist Name of student: Date: ___Verbal outbursts ___Profane language ___Insubordination ___Other_______________

Step 1: What is the problem? ___Vandalism ___Unresponsive ___Physical Aggression

___Withdrawn ___Work refusal

Description of behaviour:

Date/ Time:

Step 2: Analysis Behaviour:

Antecedent:

Likelihood of Behaviour: 1

2

3

Consequence:

4

5

Step 3: Potential Reasons for Behaviour Hypothesis:

___Seating change body break ___Differentiated Instruction ____________ ___Change of routine

Step 4: Developing a Plan ___Admin Intervention

___Allow for

___Parental Intervention

___Other:

___Change of Consequence

Description of Plan: Additional information What is the severity/ danger level of the behaviour? 1 5 Has the behaviour occurred with this student before? ___yes Does the student have an identified exceptionality? ___yes Have there been changes in the home environment? ___yes Any other relevant additional information:

2

3

4

___no ___no ___no

___unsure

What do you do if you have a student who constantly misbehaves? Rationale When hearing this question, the word “constantly” stood out to me. If a student is constantly misbehaving, there is an assumption that the misbehaviour in question occurs over an extended period of time, as opposed to a single incident. If this is the case, it is important to establish why this may be happening. If a teacher is able to determine the reason for the behaviour, they can begin to work towards finding ways to change the behaviour (Morin, 2019). One thing that teachers can do to try and get at the root of the problem is to track the behaviour to see if any patterns arise. Using a functional behaviour assessment checklist (see artifact) is a quick way to document a particular behaviour, look for patterns, and develop a plan for the future. When determining the cause of a behaviour, it is also important to examine the events that occur before and after the behaviour and not fixate solely on the behaviour itself (Supporting Minds, 2013). (These would be the antecedents and consequences in step 2 of the checklist). Looking at the research, the most common method mentioned for managing misbehaviour is creating a healthy classroom environment. According to the Supporting Minds (2013) document, two ways educators can create positive classroom environments are promoting positive mental health and supporting students with behavioural problems. This mainly involves trying to reduce stress for students and taking steps to understand behaviour and address the chain of events that surround a behaviour. Understanding the temperament of your students also makes it easier to support them in terms of emotional regulation (Gordon and Bayrami, 2018). Examples of temperament, outlined in the Think, Feel, Act (2018) document include mood (tendency to be cheerful or serious), sensitivity (response the environmental changes), and intensity (the child’s emotional response to a situation). This type of examination may be reflected in the ‘likelihood of behaviour’ portion in Step 2 of the artifact. The creation of a healthy classroom environment also involves building positive relationships between teachers and students. The Working on What Works (WOWW) approach (Brown, Powell, and Clark, 2012), which is based on Solution-focused Brain Theory, aims to achieve this through collaborative goal setting and team working. This approach has been shown to have a positive impact on the behaviour and relationships on students (Brown, Powell, and Clark, 2012). When responding to misbehaviour in the classroom, there are additional pieces of information that teachers should take into consideration that may influence a teachers’ immediate response to the behaviour. For example, a student making comments at inappropriate times would yield a different response compared to a student who is creating a safety risk for the peers around them. Furthermore, a behaviour that warrants suspension or expulsion, according the Ontario Ministry of Education (2018) would require administrative intervention.

References: Brown, E.L., Powell, E., & Clark, A. (2012). Working on What Works: working with teachers to improve classroom behaviour and relationships. Educational Psychology in Practice. 28(1), 19-30. Gordon, M., & Bayrami, L. (2018). Think, Feel, Act. Retrieved from http://www.edu.gov.on.ca/childcare/brief_4_power_en.pdf Morin, A. (Accessed March 2019). Functional Assessment: What it is and How it Works. Retrieved from https://www.understood.org/en/school-learning/evaluations/evaluationbasics/functional-assessment-what-it-is-and-how-it-works Ontario Ministry of Education. (2013). Supporting Minds. Retrieved from http://edu.gov.on.ca/eng/document/reports/SupportingMinds.pdf Ontario Ministry of Education. (2018). Suspension and Expulsion: what parents and students need to know. Retrieved from http://edu.gov.on.ca/eng/safeschools/SuspensionExpulsion.pdf