Checklist: Functional Assessment of Behavior

Instructions: Complete each column. The behavior you are trying to figure out why is it occurring will be listed under
“during”. The record what happened right “before” the behavior occurred, then what happened “after”. See Example

ABC Behavior Tracking in the Classroom

Date/Time: Setting Before During After Function Notes
Example: Playground Child on the slide Johnny came from Child moved and Johnny  Gain Attention Johnny hits instead of
12/12/15 structure/slide behind and hit child went down slide  Escape/Avoid using his words with his
with open hand peers
 Feels Good
 Access to
toy/activity
 Gain Attention
 Escape/Avoid
 Feels Good
 Access to
toy/activity
 Gain Attention
 Escape/Avoid
 Feels Good
 Access to
toy/activity
 Gain Attention
 Escape/Avoid
 Feels Good
 Access to
toy/activity
 Gain Attention
 Escape/Avoid
 Feels Good
 Access to
toy/activity
 Gain Attention
 Escape/Avoid
 Feels Good
 Access to
toy/activity
 Gain Attention
 Escape/Avoid
 Feels Good
 Access to
toy/activity

Suspected Function? ☐ Gain Attention ☐ Escape/Avoid ☐ Feels Good ☐Access to object

Any patterns to when or where the behavior typically occurs?
What’s the replacement (new/alternative) behavior to teach (e.g., Teach Johnny to use a gesture to request from peers on the
playground)?
How can you change your behavior or the environment to stop the behavior from occurring?

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 Pre-School Inclusion Programming for Young Children with Autism Spectrum Disorder:
A toolkit for training and program development

REINFORCEMENT INVENTORY

Toys/Games Likes Dislikes Specific (what kind, brand, type):

Puzzles
Games
Musical instruments
Action figures
Dress-up materials
Dolls
Lighted toys
Trains
Cars/Vehicles
Puppets
Shiny toys
Slinky
Spinning toys
Stuffed animals
Textured balls
Pop-up toys
Books/Magazines
Blocks/Building
Animal figures
Mirrors
Legos
Board games
Other:

Sensory/Fine Motor Likes Dislikes Specific (what kind, brand, type):

Play dough
Balloons
Arts & crafts
Crayons/chalk
Stinging beads
Painting
Dry erase marker
Cutting with scissors
Bubble play
Silly putty
Scented items
Flashlights
Water play
Tickles
Sand box
Other:

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 Pre-School Inclusion Programming for Young Children with Autism Spectrum Disorder:
A toolkit for training and program development

Gross Motor Likes Dislikes Specific (what kind, brand, type):

Swings
Playing chase
Slides
Playground
Sit and Spin
Dancing
Bike riding
Sports
Ball play
Bouncing
Spinning
Other:

Tokens Likes Dislikes Specific (what kind, brand, type):

Certificates
Special Badges
Stars/Smiley faces
Tickets
Being teacher’s helper
Classroom duties
“Good note” home
“High 5s”
Happy face
Choosing partner for day
Verbal praise
Hugs
Other:

Food Likes Dislikes Specific (what kind, brand, type):

Crackers
M&Ms
Cereal
Pretzels
Marshmallows
Chocolate milk
Cheese
Cookies
Other fruit
Other vegetables
Other drinks:
Other:
Adopted from materials by Beautiful Minds of Princeton & Fisher, et al. (1996)

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