Video Summary: Functional Assessment Form

This video guides you through a typical functional assessment form and behavior program. The form itself varies between school districts, but the form covered here should give you a general sense of what to expect from most functional assessment forms.

The form begins by describing the problem behavior. Here the school district will list what the observable behavior was. Then they will list the baseline information, such as the frequency, intensity, and duration of the behavior, as well as any specific antecedents (anything that makes the problem behavior happen). For example, if your child always seems to have a problem during their fourth-period class and nowhere else, then it could be a problem specific to that class or setting. It could also be any of their medications, or if a problem at home causes them to act out at school.

They will also list the current consequences of the behavior (what the regular school setting has done to deal with the issue), the function of the behavior (what the student wants to accomplish with their behavior), an alternative behavior that could provide the same function, some new behavioral goals that implement the alternative behaviors, and some methods for measure the progress of the new behavior goals. These requirements should remind you of a typical IEP form.

Next, the form will list some forms of positive behavioral intervention, some skill-building (how your child themselves can deal with their behavior), and some modifications the IEP team can use in the IEP to rectify the behavior. Finally, the school district will list whether they have alternative discipline and crisis intervention plans, if appropriate, and who is responsible for the implementation any these procedures (not just the alternative discipline and crisis intervention plans).

Responsibilities include informing all parties involved what their responsibilities are, monitoring process, modifying the or providing modified materials, and any other responsibilities the school district deems appropriate. Each of these responsibilities will usually fall to a different person.

In creating a behavior plan, schools sometimes go beyond what’s on the form, and may have their own methodology. This section serves mainly to provide you with a general idea of what to expect when going into a meeting to discuss the creation of a behavior plan.