Functional

Behavior

Assessment

Activity

Handout Packet 1

FBA Training 2007

© 2008 Commonwealth of Pennsylvania

Department of Public Welfare

Bureau of Autism Services

Health & Welfare Building

Forster and 7th Street, Harrisburg, PA 17106

www.autisminpa.org
Index

Components:
In this packet, you should have:

✓ Activity 1: Behavior Examples

✓ Activity 2: Consequence Scenarios
✓ Activity 3: Consequences Creation
✓ Activity 4: Consequences to Function
✓ Activity 5: Three Scenarios: Tisha, Bob and Susie
✓ Chart: Behavior-Instruction Assessment Model
✓ FBA Interview: Step 1: Sections I to V
Personal Information
I. Description of Behavior of Concern
II. Physiological and Medical Factors
III. Setting Events and Antecedents
IV. Skill Deficits Related to Behavior of Concern
V. Consequence Factors
✓ About the Bureau of Autism Services

Missing Components:
If you are missing any of these components, please try the following:
Contact us via our Web site at www.autisminpa.org. From the sidebar menu, choose Training, and
download the pdf document from that page. Or, choose Contact Us in the submenu. Complete the online
form to email us your request. As an alternative, you can contact us toll-free at 866-497-6898 during
business hours.

Feedback:
We would appreciate your feedback on both our Web site and your experience and contact with any
Bureau of Autism. Please use our secure, online form through the Contact Us form on our Web site.

Of Note:
This training program and others like it have been developed to address the concerns and
recommendations of the Autism Task Force, whose Final Report was issued in December 2004. Access
this important document at www.dpw.state.pa.us/ServicesPrograms/Autism/TaskForce/

This packet of information was last modified on April 9, 2008.

© 2008 Commonwealth of Pennsylvania www.autisminpa.org

 page 1

Activity 1
BEHAVIOR
Behavior must be defined so that it is specific, making it observable and
measurable. Give an example of at least one specific, observable, and
measurable behavior that a child would manifest that is often incorrectly
described with the term listed.

Specific, Observable,
Non-behavioral term
Measurable Behavior
- Throws homework paper in the
trash
Bad attitude - Responds “I don’t care” to parent
encouragement
- Walks away from group activity and
makes comment, “This is stupid.”
Lazy

ADHD

Angry

Oppositional Defiant
Disorder

Depressed

Controlling

© 2008 Commonwealth of Pennsylvania www.autisminpa.org

 page 2

Activity 2
Directions: Decide if each consequence scenario is reinforcing or punishing. When the
instructor directs the audience to, please use the last sheet to indicate your answer.

Scenario #1:
You are driving 20 miles an hour above the speed limit. A police officer pulls you to the side of
the road and writes a citation that results in a hefty fine and three points on your license. For the
next month, you travel at or below the speed limit on that particular highway.

Scenario #2:
Bob yells out, “This is stupid” when given an assignment. His teacher calls his name sternly and
tells him that he has a WARNING. After a few minutes, Bob yells again, “I don’t want to do this
pathetic work.” The teacher yells at Bob and gives him STRIKE 1. After a few more minutes,
Bob yells, “Only a moron would write about the Aztecs.” The teacher yells again, saying he is
sick of Bob’s comments, Bob has a bad attitude; Bob has no consideration for his classmates,
etc., and gives Bob STRIKE 2. Each time Bob comments, the teacher yells and gives a strike.
Bob behaves in this way at least one time per day.

Scenario #3:
Whenever Susie is given written tests, she both scribbles her name on the test and pushes it
aside, or she crumples the test into a ball and throws it away. Her teacher tells her that she will
receive a zero on the test, that she is failing the class, and that she should have at least made an
effort. The teacher also requires that Susie spend the rest of the class time sitting quietly at her
desk and not disturbing others.

Scenario #4:
Molly sometimes forgets to produce her math homework for Mrs. Y, the fourth grade math
teacher. Molly has never in previous school years had difficulty with completing homework and
she does not have any difficulty with math skills during class. Mrs. Y’s rule regarding homework
is that failure to produce math homework results in an automatic loss of recess. During recess
time, Molly readily and independently completes her math homework. Within the past month,
Molly’s homework completion percentage has decreased to below 50 percent.

© 2008 Commonwealth of Pennsylvania www.autisminpa.org

 page 3
Scenario #5:
It is June. Joe, a middle school student, has drastically decreased his participation rate in science
class even though science is Joe’s favorite subject and one in which he possesses a great deal of
background knowledge. During September and October, Joe participated frequently, answering
teacher questions, and volunteering additional information on a variety of subjects. Joe’s science
teacher liberally praised Joe for his contributions each time.
Scenario #6:
Shannon, a 9th grade student, regularly disrupts her home economics class that is held seventh
period. During class, she yells rude comments (e.g., “You’re stupid,” “That’s nuts,” “Yeah,
right!”) to both classmates and the teacher. When Shannon begins her comments, the teacher
reprimands her, reminds her to use her manners and social skills, and eventually sends her to the
office to see the vice principal. Shannon stays in the office for the remainder of the seventh
period. The office receptionist, Ms. B., remarks that she cannot understand why Shannon is so
disruptive in home economics because while in the office, Shannon is very pleasant and
conversational.

© 2008 Commonwealth of Pennsylvania www.autisminpa.org

 page 4

Activity 3
CONSEQUENCES

Directions: For each behavioral scenario, create two consequences. One consequence
should be reinforcing and the other consequence should be punishing. Write, in behavioral
terms, how you determined which consequence was reinforcing and which one punishing.
The first two behavioral scenarios have been completed for you. The third behavioral
scenario requires you to develop the terms for determining which consequence is
reinforcing and which consequence is punishing. The last three behavioral scenarios
require you to create two consequences; one that is reinforcing of the behavior and one
that reduces the behavior. Then, establish the criteria by which you determined that the
consequence was reinforcing or punishing.

Behavioral Consequence is
Consequence
Scenario Reinforcing Punishing

Your whole family is Next time, you try to eat

amazed and laughs. seven doughnuts.
1. You eat six
doughnuts in
one sitting. You stay away from
You feel bloated and sick. doughnuts for a long
time.

Parent reprimands. Child continues to run.

2. A child runs
in the mall.
Child is required to retrace Child no longer runs in
steps and walk. mall.

3. Child cleans Free time awarded.

room before he
is asked. More chores are assigned.

4. Student
answers “no”
to a teacher
directive

© 2008 Commonwealth of Pennsylvania www.autisminpa.org

 page 5

5. Child makes
a joke with a
group of peers

6. Student yells
out in class

Behavioral Consequence is
Consequence
Scenario Reinforcing Punishing

© 2008 Commonwealth of Pennsylvania www.autisminpa.org

 page 6

Activity 4
SAMPLE: CONSEQUENCES TO FUNCTION
Reinforcement Suspected
Antecedent Behavior Consequence
Or Punishment Function
All children are Child Reinforcement (child
working quietly on completes Teacher gives completes schoolwork
math computation schoolwork bonus assignment early at least one time
assignment early per day)
When it is not Parent firmly says,
Parent is working Reinforcement (child
her turn, the “That’s it. If you
one-on-one with a performs this behavior
child yells “My can’t take turns,
child on turn-taking every time the parent
turn” and flips we’re not playing”
skills during a game tries to play Memory
over two and puts away the
of Memory* with her.
Memory cards. game.
Child is sitting TSS and other Reinforcement (child
Child hits self
quietly in a bean adults rush to child, repeats this behavior
repeatedly on
bag chair, adults restrain child to whenever he is sitting
head, face, and
occupied with other stop him from alone for more than
upper leg
children hurting himself five minutes)
Child
approaches
At recess, child is Peers continue Reinforcement (child
peers, then yells
watching kickball protesting child’s repeats this behavior
at peers to get
game-- she is presence in middle regularly during recess
away from her
ignored by peers. of kickball game time)
and calls them
names
* Memory is a simple card game where players win by matching the most sets of cards, relying upon their memory to recall where a match
to a face up card is laying face down.
 page 7

Activity 5
SCENARIO #1 of 3
Tisha, a three-year old, is building a block structure during work time. Her teacher signals the group that work time
will be ending in five minutes. Tisha is not finished with her structure. When work time is over the teacher reminds
the kids to clean up their work and put materials away. Tisha starts kicking and screaming, hitting anyone who is
near to her. She hits the teacher who comes over to tell her it is time to clean up. The teacher takes the blocks and
puts them in the container, leaving a few blocks for Tisha to put away. Tisha continues to kick and scream. This
happens each time that Tisha is reminded to clean up her work.
Reinforcement
Antecedent Behavior Consequence(s) Function of Behavior
or Punishment

© 2008 Commonwealth of Pennsylvania www.autisminpa.org

 page 8

Activity 5
SCENARIO #2 of 3
Bob yells out, “This is stupid.” when given an assignment. His teacher calls his name sternly and tells him that he
has a WARNING. After a few minutes, Bob yells again, “I don’t want to do this pathetic work.” The teacher yells at
Bob and gives him STRIKE 1. After a few more minutes, Bob yells, “Only a moron would write about the Aztecs.”
The teacher yells again, saying he is sick of Bob’s comments, Bob has a bad attitude; Bob has no consideration for
his classmates, etc., and gives Bob STRIKE 2. Each time Bob comments, the teacher yells and gives him a strike.
Bob behaves this way at least one time per day.
Reinforcement
Antecedent Behavior Consequence(s) Function of Behavior
or Punishment

© 2008 Commonwealth of Pennsylvania www.autisminpa.org

 page 9

Activity 5
SCENARIO #3 of 3
Whenever Susie is given written tests, she either scribbles her name on the test and pushes it aside, or she crumples
the test into a ball and throws it away. Her teacher tells her that she will receive a zero on the test, that she is failing
the class, and that she should have at least made an effort. The teacher also requires that Susie spend the rest of the
class time sitting quietly at her desk and not disturbing others.
Reinforcement Function of Behavior
Antecedent Behavior Consequence(s)
or Punishment

© 2008 Commonwealth of Pennsylvania www.autisminpa.org

 page 10
Behavior-Instruction Assessment Model

EFFECTIVE INSTRUCTION IN PLACE

TO ADDRESS ACADEMIC/BEHAVIORAL
DEFICITS
Assessment Scores, Academic Engagement Time, Instructional Level,
CBA

✓ ASSESS BEHAVIORAL DEFICITS IN SKILL

DOMAINS RELATED TO BEHAVIORS OF
CONCERN AND
✓ ASSESS BEHAVIORS OF CONCERN
TO DETERMINE FUNCTION

SKILL DOMAINS/ BEHAVIORS OF CONCERN

BIG IDEAS Non-Compliance Aggression
Self-monitoring/Self Fails to follow Yells
Regulation Skills ✓ Collect
directions Fights
Social Skills baseline data in
both areas Argues Destroys property
Organizational Skills Breaks rules Teases
Study Skills Makes excuses Verbally abuses
Communication Skills Delays Cruel to others
✓ Determine Deficit(s) Off-task etc.
etc
✓ Determine Function

✓ Develop Ongoing progress

IEP/Behavioral Goals monitoring, data
for each behavior/function collection, change
and the related skill deficit as targets as needed,
determined by assessment make instructional
changes using
decision rules
 page 11
STEP 1: FBA INTERVIEW
page 1 of FBA Interview
Student Name: Date:

School: Grade: Age: DOB:

Educational Program Description:

I. Description of the Behavior of Concern

(specifically describe what the behavior looks and sounds like):
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Instructions: When the answer is YES, add details on the lines provided.
II. Physiological and Medical Factors:

1. Could the behavior be the result of a medical condition or any form of physical

discomfort?

No ❑ Yes: _________________________________________________________

____________________________________________________________________
____________________________________________________________________

2. Could the behavior be related to a side effect of medication?

No ❑ Yes: _________________________________________________________

____________________________________________________________________
____________________________________________________________________

Could the behavior be the result of some physical deprivation condition (thirst,

hunger, lack of rest, etc)?

No ❑ Yes: _________________________________________________________

____________________________________________________________________
____________________________________________________________________

© 2008 Commonwealth of Pennsylvania www.autisminpa.org

 page 12
page 2 of FBA Interview
III. Setting Events and Antecedents:
1. Are there circumstances in which the behavior ALWAYS occurs?

No ❑ Yes: _________________________________________________________

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Are there circumstances in which the behavior NEVER occurs?

No ❑ Yes: _________________________________________________________

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Does the behavior occur only (or more often) during particular activities?
No ❑ Yes: _________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

4. Does the behavior occur only with (or more likely with) certain people?
No ❑ Yes: _________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

5. Does the behavior occur in response to certain stimuli? (demands, termination of

preferred activities, tone of voice, noise level, ignoring, change in routine, transitions,

number of people in the room, etc.)

No ❑ Yes: _________________________________________________________

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

6. Does the behavior occur only (or more likely) during a certain time of day?

(morning, afternoon, end of school day, evening)

No ❑ Yes: _________________________________________________________

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Instructions: When the answer is YES, add details on the lines provided.
© 2008 Commonwealth of Pennsylvania www.autisminpa.org
 page 13

page 3 of FBA Interview

IV. Skill Deficits Related to Behavior of Concern:

Could the behavior be related to any skill deficits?
(✓Check all that apply.)

❑ Academic: Task requirements as presented are not at the student’s instructional level in the core
areas of reading, math or writing.
❑ Participation: The student has difficulty with participating in non-directed, semi-directed,

teacher-directed, or peer-directed activities. The student has difficulty in small or large group

instruction.

❑ Social: The student has difficulty acquiring and/or maintaining peer friendships. The student

often withdraws from social interaction. The student is often verbally and/or physically

aggressive in social interactions.

❑ Communication: The student has difficulties with requesting what they need, including items,

activities, attention, help, information, or changes in the environment. He/she has difficulties in

conversational skills and answering questions, understanding non-verbal or verbal language, or

following directions.

❑ Organizational: The student has difficulties with organizing school supplies, study area, time, or
projects, organizing class notes, or dividing assignments into tasks.
❑ Self-Regulation: The student has difficulties with staying on-task, completing work assignments,
handling stressful situations, calming self when agitated, following rules, or difficulty
transitioning between activities/places or people. Difficulty with being able to solve a problem.
❑ Study: The student has difficulty with studying for tests, taking tests, taking notes from lectures,
or using studying techniques.
❑ Motor: The student has difficulty with gross motor skills (e.g. running, raising arms, putting feet
together, squatting, riding an age-appropriate bike, ascending stairs without a guide rail, bending
at waist, etc.) or fine motor skills (e.g. pointing, counting with fingers, holding a pencil/pen,
holding a fork/spoon, pressing a computer key, using a computer mouse, etc.). She/he has
difficulty with imitating others’ actions.
❑ Functional: The student has difficulty with performing activities of daily living (e.g. eating,

dressing, toileting, grooming).

❑ Leisure/Play: The student has difficulty with actively exploring activities/toys in their

environment (inside or outside) to play with during leisure time, playing with the items as

designated, or engaging in interactive play with peers during activities.

* If any are checked, please refer the student in writing for further assessment (i.e. Speech &
Language evaluation, Occupational Therapy evaluation, curriculum-based assessments, Specific
Skills Assessments).

© 2008 Commonwealth of Pennsylvania www.autisminpa.org

 page 14
V. Consequence Factors:
1. Does the behavior allow the student to gain something?

A. Preferred activities or items?

Indicators: The behavior often occurs when the student sometimes or always regains an
item or activity that has been taken away or terminated. The behavior often occurs when the
student sometimes or always gains access to an activity or item that he was told he could
not have. The behavior rarely occurs when the student is given free access to his or her
favorite items or activities.
No ❑ Yes: _________________________________________________________
____________________________________________________________________
____________________________________________________________________
B. Peer or Adult Attention?
Indicators: The student frequently approaches others. The student frequently initiates social
interaction. When the behavior occurs, someone usually responds by interacting with the
student in some way (i.e., verbal reprimand, redirection, comforting statements). The
behavior rarely occurs when the student is receiving attention.
No ❑ Yes: _________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Does the behavior allow the student to postpone, avoid or escape something such
as task demands, social interaction, etc?
Indicators: The behavior often occurs when the student sometimes or always postpones or escapes
the task demands placed upon him/her. The behavior rarely occurs when few demands are placed
on the student or when the student is left alone. The student is often noncompliant when asked to
complete tasks and the student sometimes or always postpones or escapes tasks. The behavior often
occurs prior to predictable demands and the student sometimes or always avoids or postpones the
tasks.
No ❑ Yes: _________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Does the behavior provide stimulation as an alternative to a lack of active
engagement in activities?
Indicators: The behavior occurs frequently when the student is alone or unoccupied. The student
seems to have few known reinforcers or rarely engages in social interaction activities. When the
student engages in the behavior, others usually respond by not attending to the behavior.
No ❑ Yes: _________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

© 2008 Commonwealth of Pennsylvania www.autisminpa.org

 page 15

STEP 2: STUDENT ASSISTED FUNCTIONAL ASSESSMENT INTERVIEW

(referred to in the video as “page 16”)

Student Name:
Date:
Interviewer:

SECTION I
1. In general, is your work too hard for you? Always Sometimes Never

2. In general, is your work too easy for you? Always Sometimes Never

3. When you ask for help appropriately, do you get

it? Always Sometimes Never

4. Do you think work periods for each subject are too

long? Always Sometimes Never

5. Do you think work periods for each subject are too

short? Always Sometimes Never

6. When you do seat work, do you do better when

someone works with you? Always Sometimes Never

7. Do you think people notice when you do a good

job? Always Sometimes Never

8. Do you think you get the points or rewards you

deserve when you do good work? Always Sometimes Never

9. Do you think you would do better in school if you

received more rewards? Always Sometimes Never

10. In general, do you find your work interesting? Always Sometimes Never

11. Are there things in the classroom that distract you? Always Sometimes Never

12. Is your work challenging enough for you? Always Sometimes Never

Student Assisted Functional Assessment Interview

Kern, Dunlap, Clarke & Childs

© 2008 Commonwealth of Pennsylvania www.autisminpa.org

 page 16

SECTION II
1. When do you think you have the fewest problems with (target behavior)
_____________________________________ in school?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Why do you not have problems during these this/these time(s)?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. When do you think you have the most problems with (target behavior)
_____________________________________ in school?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Why do you have problems during this/these time(s)?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. What changes could be made so you would have fewer problems with (target behavior)
_____________________________________?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

4. What kind of rewards would you like to earn for good behavior or good schoolwork?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Student Assisted Functional Assessment Interview

Kern, Dunlap, Clarke & Childs

© 2008 Commonwealth of Pennsylvania www.autisminpa.org

 page 17
SECTION II, continued

5. What are your favorite activities at school?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

6. What are your hobbies or interests?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

7. If you had the chance, what activities would you like to do that you don’t have the opportunity to
do now?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Probes
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Student Assisted Functional Assessment Interview

Kern, Dunlap, Clarke & Childs

© 2008 Commonwealth of Pennsylvania www.autisminpa.org

 page 18
SECTION III

Rate how much you like the following subjects: (circle your choices)
Very
Not at all Fair
much
Reading 1 2 3 4 5
Math 1 2 3 4 5
Spelling 1 2 3 4 5
Handwriting 1 2 3 4 5
Science 1 2 3 4 5
Social Studies 1 2 3 4 5
English 1 2 3 4 5
Music 1 2 3 4 5
P.E. 1 2 3 4 5
Computers 1 2 3 4 5
Art 1 2 3 4 5

SECTION IV

What do you like about Reading?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

What don’t you like about Reading?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

What do you like about Math?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

What don’t you like about Math?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Student Assisted Functional Assessment Interview
Kern, Dunlap, Clarke & Childs
© 2008 Commonwealth of Pennsylvania www.autisminpa.org
 page 19

SECTION IV, continued

What do you like about Spelling? _____________________________________________

______________________________________________________________________________
What don’t you like about Spelling? ___________________________________________
______________________________________________________________________________
What do you like about Handwriting? __________________________________________
______________________________________________________________________________
What don’t you like about Handwriting? _______________________________________
______________________________________________________________________________
What do you like about Science? ______________________________________________
______________________________________________________________________________
What don’t you like about Science? ___________________________________________
______________________________________________________________________________
What do you like about Social Studies? ________________________________________
______________________________________________________________________________
What don’t you like about Social Studies? ______________________________________
______________________________________________________________________________
What do you like about English? _____________________________________________
______________________________________________________________________________
What don’t you like about English? ___________________________________________
______________________________________________________________________________
What do you like about Music? _____________________________________________
______________________________________________________________________________
What don’t you like about Music? ___________________________________________
______________________________________________________________________________

Student Assisted Functional Assessment Interview

Kern, Dunlap, Clarke & Childs

© 2008 Commonwealth of Pennsylvania www.autisminpa.org

 page 20
SECTION IV, continued

What do you like about P.E.? _____________________________________________

______________________________________________________________________________
What don’t you like about P.E.? ___________________________________________
______________________________________________________________________________

What do you like about Computers? _____________________________________________

______________________________________________________________________________
What don’t you like about Computers? ___________________________________________
______________________________________________________________________________

What do you like about Art? _____________________________________________

______________________________________________________________________________
What don’t you like about Art? ___________________________________________
______________________________________________________________________________

Probes
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Student Assisted Functional Assessment Interview

Kern, Dunlap, Clarke & Childs

© 2008 Commonwealth of Pennsylvania www.autisminpa.org

 page 21
STEP 3: SUMMARY

History of interventions for current behaviors of concern

Antecedent (prevention) strategies: Consequence strategies:

Direct Observation Summary

(attach graphic representation of observation data collected)

1. Describe how often the behavior of concern occurs, how long it lasts, and at what intensity it occurs?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Antecedent, Skill Deficits, and Consequence Factors

1. Describe the antecedents that are present when the behavior of concern occurs.
____________________________________________________________________________________
____________________________________________________________________________________
2. Describe the skill deficits that are present related to the behavior of concerns?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
3. Describe the consequences that appear to be maintaining the behavior of concern.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

© 2008 Commonwealth of Pennsylvania www.autisminpa.org

 page 22

Step 3: Summary, continued

Hypothesis Regarding Function(s) of the Behavior of Concern

When (antecedent to problem behavior) ___________________________________,

Student __________________________________

Behavior of concern ________________________________________________________

In order to (perceived function of the behavior) _____________________________.

NOTES:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

© 2008 Commonwealth of Pennsylvania www.autisminpa.org

 page 23
MOTIVATION ASSESSMENT SCALE

Name:_____________________________ Rater: ___________________________Date:________

Description of Behavior (be specific):__________________________________________________

_________________________________________________________________________________
Instructors: The Motivation Assessment Scale (MAS) is a questionnaire designed to identify those situations where an
individual is likely to behave in specific ways. From this information, more informed decisions can be made about the
selections of appropriate replacement behaviors. To complete the MAS, select one behavior of specific interest. Be specific
about the behavior. For example “is aggressive” is not as good a description as “hits other people.” Once you have specified
the behavior to be rated, read each question carefully and circle the one number that best describes your observations of this
behavior.

Almost Half the Almost

Questions Never Never Seldom Time Usually Always Always
0 1 2 3 4 5 6
1. Would the behavior occur
continuously if this person was
left alone for long periods of
time?

2. Does the behavior occur

following a request to perform a
difficult task?
3. Does the behavior seem to occur
in response to your talking to
other persons in the room/area?
4. Does the behavior ever occur to
get a toy, food, or an activity that
this person has been told he/she
can’t’ have?
5. Would the behavior occur
repeatedly, in the same way, for
long periods of time if the person
was alone? (e.g. rocking back and
forth for over an hour.)
6. Does the behavior occur when any
request is made of this person?
7. Does the behavior occur
whenever you stop attending to
this person?
8. Does the behavior occur when
you take away a favorite food, toy
or activity?
9. Does it appear to you that the
person enjoys doing the behavior?
(It feels, tastes, looks, smells,
sounds pleasing).
10. Does this person seem to do the
behavior to upset or annoy you
when you are trying to get
him/her to do what you ask?
11. Does this person seem to do the
behavior to upset or annoy you
when you are not paying attention
Go to next page

© 2008 Commonwealth of Pennsylvania www.autisminpa.org

 page 24
12. to him/her? (e.g. you are in
another room or interacting with
another person)
13. Does the behavior stop occurring
shortly after you give the person
food, toy, or requested activity?
14. When the behavior is occurring
does this person seem calm and
unaware of anything else going on
around her/him?
15. Does the behavior stop occurring
shortly after (one to five minutes)
you stop working with or making
demands of this person?
16. Does this person seem to do the
behavior to get you to spend some
time with her/him?
17. Does the behavior seem to occur
when this person has been told
that he/she can’t do something
he/she had wanted to do?

Sensory Escape Attention Tangible

1. 2. 3. 4.
5. 6. 7. 8.
9. 10. 11. 12.
13. 14. 15. 16.
Total Score =
Mean Score =
Relative Ranking =

Motivation Assessment Scale: Functions for usage

• To direct our understanding of the behavior challenge to the intent of the challenge versus
the way it appears or makes us feel.
• To understand the correlation between the frequency of the challenging behavior and its
potential for multiple intents.
• To identify those situations in which an individual is likely to behave in certain ways (e.g.,
requests for change in routine or environment lead to biting).

Outcomes:
• To assist in the identification of the motivation(s) of a specified behavior.
• To make more informed decisions concerning the selection of appropriate reinforcing
behavior and supports for a specified behavior.

Note: Like any assessment tool, the MAS should be used in an on-going continually developing
mode.

© 2008 Commonwealth of Pennsylvania www.autisminpa.org