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Functional Behaviour Assessment Checklist

Name of student:
Date:
Step 1: What is the problem?
___Verbal outbursts ___Vandalism ___Withdrawn
___Profane language ___Unresponsive ___Work refusal
___Insubordination ___Physical Aggression
___Other_______________

Description of behaviour:

Step 2: Analysis
Date/ Time: Antecedent: Behaviour: Consequence:

Likelihood of Behaviour:
1 2 3 4 5

Step 3: Potential Reasons for Behaviour


Hypothesis:

Step 4: Developing a Plan


___Seating change ___Admin Intervention ___Allow for
body break
___Differentiated Instruction ___Parental Intervention ___Other:
____________
___Change of routine ___Change of Consequence

Description of Plan:

Additional information

What is the severity/ danger level of the behaviour? 1 2 3 4


5

Has the behaviour occurred with this student before? ___yes ___no

Does the student have an identified exceptionality? ___yes ___no

Have there been changes in the home environment? ___yes ___no ___unsure

Any other relevant additional information:


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/evaluation-
basics/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