Fillable REPRODUCIBLE Brief Functional Behavior Assessment Interview (City of Oakland)

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REPRODUCIBLE Brief Functional Behavior Assessment Interview (City of Oakland)

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An Educator’s Guide to Schoolwide Positive Behavioral Interventions and Supports © 2018 Marzano Research
MarzanoResearch.com • Visit MarzanoResearch.com/reproducibles to download this free reproducible.
REPRODUCIBLE
Brief Functional Behavior Assessment Interview
1. What is the behavior of concern? Please describe the behavior in concrete, observable, and
measurable terms.
2. How often does the behavior occur daily? Circle one.
a. <1
b. 1–3
c. 4–6
d. 7–9
e. 10–12
f. >13
Antecedents
Think of the things that occur before the behavior and respond to the following questions. If the answer
to a question is yes, further describe the behavior or situation.
1. Does the behavior occur during a certain type of task?
2. Does the behavior occur more often during easy tasks?
3. Does the behavior occur more often during dicult tasks?
4. Does the behavior occur more often during certain subjects?
5. Does the behavior occur more often during new subject material?
6. Does the behavior occur more often when a request is made to stop an activity?
7. Does the behavior occur more often when a request is made to start an activity?
8. Does the behavior occur more often during transition times?
9. Does the behavior occur more often when a request has been denied?
10. Does the behavior occur more often when a specific person is in the room?
11. Does the behavior occur more often when a specific person is absent from the room?
12. Are there other behaviors that precede the behavior?
13. Are there events at home that seem to precede the behavior?
14. Does the behavior occur more in certain settings? Circle all that apply.
a. Large group
b. Small group
c. Independent work
d. One-on-one interaction
e. Common areas
f. Lunch or cafeteria
g. Other:
Consequences
Think of the things that occur after the behavior and respond to the following questions. If the answer to
a question is yes, further describe the behavior or situation.
1. Does the student receive access to a preferred activity?
2. Does the student receive access to a preferred object?
3. Does the task the student was given stop?
4. Is the student’s behavior ignored?
5. Is the student removed from the setting (that is, given time alone)?
6. Does the student receive attention from classmates or peers?
page 1 of 2
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An Educator’s Guide to Schoolwide Positive Behavioral Interventions and Supports © 2018 Marzano Research
MarzanoResearch.com • Visit MarzanoResearch.com/reproducibles to download this free reproducible.
REPRODUCIBLE
7. Does the student receive teacher attention in the form of
a. Praise?
b. Redirection?
c. Interrupting the teacher?
d. A reprimand?
8. Is there any task that you stopped presenting to the student as a result of the behavior?
9. Does the student receive any sort of positive benefits or attention from the behavior?
Strategies attempted:
Teach desired behavior
Five to one positives
Preferential seating
Precorrection
Proximity praise
Prompts/signals
Class discussion
Provide extra support: what
support?
Modied assignment: how?
Clarify rules
Practice expected behaviors
Breaks
Self-management program
Behavior contract
Other:
Increase tangible rewards and tokens
Use group contingencies
All stars
Hoorays!!! How many?
Systematic feedback about behavior
Other:
Reprimands
Removal of privileges
Time-outs
Owed time
Apology/self-reection
Individual meeting with student
Contact parent—how many calls?
Meeting with parents—how many?
Ofce referrals—how many?
Other:
Source: Adapted from Steege, M. W., & Watson, T. S. (2009). Conducting school-based functional behavioral assessments: A prac-
titioner’s guide (2nd ed.). New York: Guilford Press.
page 2 of 2
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Completed 12 November 2020

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