Whilst it will be apparent from working with some particular children what the behaviour is communicating, for others you will require a thorough collection of observations spanning as many settings the child is involved in as possible. Those involved in this process (examples: families, early childhood educators and early intervention therapists), will record information regarding the child's behaviour (what FORM it is taking), social contexts (the TRIGGER) and what occurs as a consequence of the behaviour (MAINTAINING CONSEQUENCE).
Gathering together to analyse and determine what the behaviour is trying to communicate is called the FUNCTIONAL ASSESSMENT. Other elements that will influence the recognition of the function will be a reflection analysis of home and ECEC, interviews with those involved with the child, and identifying any external influences.
Ultimately, the Functional Assessment will assist in determining whether the behaviour is communicating a desire to Obtain (GET) or Escape (GET OUT OF) any given social context/trigger.
A number of resources have been created to assist in the collection of information in a format that is recognised by all involved and easy to assess. These are available for adaptation or use as is and can be explored on the PBS Complete Workbook in PDF or the 6 Steps of PBS Home Page on the TACSEI www.challengingbehavior.org website.
For those of you who 'met' Brendan at training in the pre PBS and post PBS footage, you may like to see the 'in-between' bits and pieces that were the product of Functional Assessment and informed the Positive Behaviour Support Planning process.
Brendan - Case Study
My Teacher Wants to Know
Functional Assessment Interview Form
Blank Context Card
Home Observation Card
