Documenting Student Behavior

To effectively document student behavior, I use functional behavior assessment sheets from my SPED 4753 class. I use indirect and direct assessment methods utilizing functional behavioral assessment framework to identify the conditions of the behavior and the purposes.

In my time teaching I have learned that “all behavior is communication.” Whether the motivation for that behavior is for attention or to escape a task due to its difficulty.

Behavior and Interventions

First, I look into the child’s file and do informal interviews with past teachers to determine if this is a new or ongoing behavior. I read through any previous MDT notes and determine what strategies worked in the past or were dismissed as ineffective. If there are existing behavioral intervention plans or notes from the Early Childhood Therapist or Inclusion Specialist, I read those too to form a complete picture of the child.

Next, I schedule a new MDT with the PBIS team to evaluate whether a new behavioral referral is needed to identify new strategies. After this meeting, I use an Antecedent-Behavior-Consequence report to identify patterns of behavior and how reinforcement of the behavior effected subsequent instances of the behavior.

Progress and Data

Data will be tracked through forms on the “Resources” tab.

I will:

  • establish frequency of data collection

  • assign responsibility between me and my co-teacher and classroom aid for who will keep track of the behavior monitoring

  • Compare indirect assessments with direct observation data to verify if interventions are working or need adjustment after a secondary MDT.