Functional Behavioral Assessment Behavior Support Plan (F-BSP) Protocol

Functional Behavioral Assessment Interview –Teachers/Staff

Student Name ____________________________________ Age:____ Grade:____ Date:__________________

Person (s) interviewed:____________________________________________________________________________
Interviewer _____________________________________________________________________________________

Student Profile: What is the student good at or what are some strengths that the student brings to school?
________________________________________________________________________________________________
________________________________________________________________________________________________

STEP 1: INTERVIEW TEACHER/STAFF/PARENT

Description of the Behavior

What does the problem behavior(s) look like?

How often does the problem behavior(s) occur?

How long does the problem behavior(s) last when it does occur?

How disruptive or dangerous is the problem behavior(s)?

Description of the Antecedent

When, where, and with whom are problem behaviors most likely?
Schedule Activity Specific Problem Likelihood of With Whom does
(Times) Behavior Problem Behavior Problem Occur
Low High
1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6
 Summarize Antecedent (and Setting Events)
What situations seem to set off the problem behavior? (difficult tasks, transitions, structured activities, small
group settings, teacher’s request, particular individuals, etc.)

When is the problem behavior most likely to occur? (times of day and days of the week)

When is the problem behavior least likely to occur? (times of day and days of the week)

Setting Events: Are there specific conditions, events, or activities that make the problem behavior worse?
(missed medication, history of academic failure, conflict at home, missed meals, lack of sleep, history or
problems with peers, etc.)

Description of the Consequence

What usually happens after the behavior occurs? (what is the teacher’s reaction, how do other student’s react,
is the student sent to the office, does the student get out of doing work, does the student get in a power struggle,
etc.)

- - - - - - End of Interview - - - - - -

STEP 2: PROPOSE A TESTABLE EXPLANATION

Setting Event Antecedent Behavior Consequence
1.

2.

Function of the Behavior

For each ABC sequence listed above, why do you think the behavior is occurring? (to get teacher attention, to get
peer attention, gets desired object/activity, escapes undesirable activity, escapes demand, escapes particular people, etc.)
1._____________________________________________________________________________________________
2._____________________________________________________________________________________________

How confident are you that your testable explanation is accurate?

Very sure So-so Not at all
6 5 4 3 2 1
 Functional Behavioral Assessment Interview – Students

Student Name _____________________ Age:____ Grade:____ Date:_________________

Interviewer ______________________________________________________________________

Student Profile: What are things that you like to do, or do well, while at school? (E.g. activities, classes, helping
others, etc.)______________________________________________________________________________________
________________________________________________________________________________________________

STEP 1: INTERVIEW STUDENT

Description of the Behavior

What are some things you do that get you in trouble or that are a problem at school? (e.g. talking out, not getting
work done, fighting, etc.)

How often do you _______________ ? ( Insert the behavior listed by the student)

How long does __________________ usually last each time it happens?

How serious is _________________? (Do you or another student end up getting hurt? Are other students distracted?)

Description of the Antecedent

Where, when and with whom are problem behaviors most likely?
Schedule Activity With Whom does Likelihood/Intensity Specific Problem
(Times) Problem Occur of Problem Behavior Behavior
Low High
1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6
 Summarize Antecedent (and Setting Events)
What kind of things make it more likely that you will have this problem? (difficult tasks, transitions,
structured activities, small group settings, teacher’s request, particular individuals, etc.)

When and where is the problem most likely to happen? (days of week, specific classes, hallways, bathrooms)

When is the problem behavior least likely to occur? (days of week, specific classes, hallways, bathrooms)

Setting Events: Is there anything that happens before or after school or in-between classes that make it
more likely that you’ll have a problem? (missed medication, history of academic failure, conflict at home,
missed meals, lack of sleep, history or problems with peers, etc.)

Description of the Consequence

What usually happens after the problem occurs? (what is the teacher’s reaction, how do other student’s react,
is the student sent to the office, does the student get out of doing work, does the student get in a power struggle,
etc.)

- - - - - - End of Interview - - - - - -

STEP 2: DEVELOP A TESTABLE EXPLANATION

Setting Event Antecedent Behavior Consequence

1.

2.

3.

Function of the Behavior

For each ABC sequence listed above, why do you think the behavior is occurring? (to get teacher attention, to get
peer attention, gets desired object/activity, escapes undesirable activity, escapes demand, escapes particular people, etc.)
1._____________________________________________________________________________________________
2._____________________________________________________________________________________________
3._____________________________________________________________________________________________
 STEP 3: RATE YOUR CONFIDENCE IN THE TESTABLE EXPLANATION
If you completed both interviews, was there agreement on these parts? (Y/N)
(a) Setting Events ___ (b) Antecedents ___ (c) Behaviors ___ (d) Consequences ___ (e) Function ___

How confident are you that your testable explanation is accurate?

Very sure So-so Not at all
6 5 4 3 2 1

STEP 4: CONDUCT OBSERVATIONS (IF NECESSARY)

• If student has an identified disability and is at risk of suspension, expulsion, or change in placement you must conduct
an observation of student
• If student does not meet above criteria, but confidence rating is 1, 2, 3, or 4 you should conduct observations to better
understand when, where, and why the problem behavior is occurring.
• If student does not meet above criteria, and confidence rating is 5 or 6, you may go directly to Step 6

Summarize Observation Data

Setting Event Antecedent Behavior Consequence

1.

2.

3.

Function of the Behavior

For each ABC sequence listed above, why do you think the behavior is occurring? (to get teacher attention, to get
peer attention, gets desired object/activity, escapes undesirable activity, escapes demand, escapes particular people, etc.)
1._____________________________________________________________________________________________
2._____________________________________________________________________________________________
3._____________________________________________________________________________________________

STEP 5: CONFIRM/MODIFY TESTABLE EXPLANATION

Was there agreement between the Teacher Interview and the Observation? Y/N

a) Setting Events ___ (b) Antecedents ___ (c) Behaviors ___ (d) Consequences ___ (e) Function ___

Was there agreement between the Student Interview and the Observation? Y/N

a) Setting Events ___ (b) Antecedents ___ (c) Behaviors ___ (d) Consequences ___ (e) Function ___

Based on the interviews and observations, what is your working testable explanation for why the problem behavior
occurs?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
 STEP 6: BUILD A COMPETING BEHAVIOR PATHWAY

Desired Behavior Consequence

Setting Event Antecedent Problem Behavior Consequence Function

Alternative
Behavior

Setting Event Strategies Antecedent Strategies Behavior Teaching Strategies Consequence Strategies
 STEP 7: SELECT INITIAL INTERVENTION STRATEGIES
Evaluation Decision
• Monitor
Person By Review • Modify
Tasks Responsible When Date • Discontinue

*If emergency behavior management procedures are necessary, attach crisis plan as separate sheet.
 STEP 8: EVALUATE PLAN

Behavioral Goal (Use specific, observable, measurable descriptions of goal)

What is the short-term behavioral goal?

_________ Expected date

What is the long-term behavioral goal?

_________ Expected date

Evaluation Procedures

Data to be Collected Procedures for Data Collection Person Timeline

Responsible

Plan review date:_________________

We agree to the conditions of this plan:

_______________________________ ______________________________
Student (date) Parent or guardian (date)

_______________________________ ______________________________
Teacher (date) Teacher (date)

_______________________________ ______________________________
Action Team member (date) Action Team member (date)