Behavior Observation Form (s)

Item description

Why you need Behavior
Observation Form (s):

Behavior Observation Form (s) will walk you through the
observation process. The forms will help you know what to look for as you
observe, and assist you in breaking down what you are seeing in a way that will
help you write a quality FBA.

Done correctly, your direct observation of the student
(ideally across 2-3 settings) will allow you to compare what you observe with
the interview information. It will also help you develop a definition of the
target behavior that is observable and measurable (operational definition) and
assist you in developing a functional hypothesis of why the student is engaging
in the problem behavior.

Use the included data forms and Behavior Observation
Summary to help you determine which pieces of data should be shared in the
direct observation portion of an FBA. Continue reading for an explanation of each
form.

Anecdotal
Observation Notes

• Take your pick of digital or printable notes for
  your anecdotal observation notes.

Frequency
Recording Form

• Use frequency recording when behavior is easy to
  count and has a clear beginning and end.

• You can track 1-3 behaviors on one sheet. At the
  end of the day, tally the number of times each behavior was observed. Divide
  that number by the total time in minutes that the student was observed. This
  will give you the rate of the behaviors per minute.

Time-on-Task
Recording Form

• Choose from one of two different time-on-task
  partial interval recording forms. These forms allow you to track both the
  target student and a peer comparison student.

• Determine how long you want each interval to be
  (I generally suggest between 20 seconds and 1-2 minutes for students who have a
  great deal of trouble staying focused).

• Using a timer, you will then note for each
  interval whether the student was off-task even once during that interval by
  making either a circle or an X in the corresponding box. This will give you on
  and off-task interval percentages.

Task
Analysis

• Use the task analysis form to track the level of
  support needed for a specific skill. You will do this by breaking the skill
  into up to 10 parts. You then can document the level of prompting/support
  needed at each step of the task.

• If you are seeking a 1:1 or additional
  assistance for students who need a high level of support, especially with
  personal care tasks, using this form will give you detailed documentation to
  support your request.

• Key: IN = independent, V = visual prompt, P =
  verbal prompt, T = touch cue, PP = partial physical prompt, M = modeled, F =
  full physical guidance, R = refused

Rate of
Positive Reinforcement vs. Correction

• Are you dealing with a particularly
  attention-seeking student? This form is particularly useful for those students
  who try to get attention any way that they can.

• Used over time, this form can help teachers to
  see an inverse relationship between positive attention and inappropriate
  student behaviors.

• In other words, for many attention-driven
  students, increasing non-contingent and positive attention meets their
  connection needs and decreases their motivation to act up.

Behavior
Observation Summary

• Use the Behavior Observation Summary to help you
  easily summarize your observation and gives you something concrete to look back
  on when writing the direct observation portion of your FBA.

• The form leads you through documenting your
  observation. This includes things like:

o  
the type/s of data you collected

o  
details about the setting of the observation and
the people present

o  
the type of instruction and the instructional
aids used

o  
the student’s academic and social behaviors

o  
observed strengths and problem behaviors

•  The guides also give you space for additional comments/ observations/ recommendations.

Use the tools in Behavior Observation Form (s) to gain a
clearer idea of what you are looking for when you do a student observation. as
well as what information should be included in the direct observation portion
of a functional behavior assessment (FBA).