## PTR-YC Functional Behavioral Assessment Checklist: Teach

**Challenging behavior:** ____  **Person responding:** ____  **Child:** ____

| Question | Yes | No |
| --- | --- | --- |
| 1. Does the challenging behavior seem to be exhibited in order to gain attention from other children? |  |  |
| Yes (specify peers) |  |  |
| 2. Does the challenging behavior seem to be exhibited in order to gain attention from adults? If so, are there particular adults whose attention is solicited? |  |  |
| Yes (specify adults) |  |  |
| 3. Does the challenging behavior seem to be exhibited in order to obtain objects (e.g., toys, games, materials, food) from other children or adults? |  |  |
| Yes (specify objects) |  |  |
| 4. Does the challenging behavior seem to be exhibited in order to delay a transition from a preferred activity to a nonpreferred activity? |  |  |
| Yes (specify transitions) |  |  |
| 5. Does the challenging behavior seem to be exhibited in order to terminate or delay a nonpreferred (e.g., difficult, boring, repetitive) task or activity? |  |  |
| Yes (specify nonpreferred tasks or activities) |  |  |
| 6. Does the challenging behavior seem to be exhibited in order to get away from a nonpreferred child or adult? |  |  |
| Yes (specify peers or adults) |  |  |
| 7. What social skills(s) could the child learn in order to reduce the likelihood of the challenging behavior occurring in the future? |  |  |
| Getting attention appropriately | Engaging in interactions (staying on topic with peers and adults in a back-and-forth exchange) | Accepting positive comments and praise |
| Sharing - giving a toy | Giving a play idea ("You be the mommy") | Making positive comments |
| Sharing - asking for a toy | Playing appropriately with toys and materials with peers | Giving praise to peers |
| Taking turns | Accepting positive comments and praise | Waiting for acknowledgment or reinforcement |
| Beginning interactions with peers and adults | Skills to develop friendships |  |
| Other: |  |  |

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## PTR-YC Functional Behavioral Assessment Checklist: Teach (continued)

| Question | Yes | No |
| --- | --- | --- |
| 8. What problem-solving skill(s) could the child learn in order to reduce the likelihood of the challenging behavior occurring in the future? |  |  |
| Controlling anger | Getting engaged in an activity |  |
| Controlling impulsive behavior | Staying engaged in activities |  |
| Strategies for calming down | Choosing appropriate solutions |  |
| Asking for help | Making choices from appropriate options |  |
| Using visuals to support independent play | Following through with choices |  |
| Self-management |  |  |
| Playing independently |  |  |
| Playing cooperatively |  |  |
| Following directions |  |  |
| Following schedules and routines |  |  |
| Accepting "no" |  |  |
| Managing emotions |  |  |
| Other: |  |  |
| 9. What communication skill(s) could the child learn in order to reduce the likelihood of the challenging behavior occurring in the future? |  |  |
| Asking for a break |  |  |
| Asking for help |  |  |
| Responding to others |  |  |
| Requesting wants and needs |  |  |
| Communicating effectively with words | Communicating effectively with pictures | Communicating effectively with sign language |
| Expressing emotions (e.g., frustration, anger, hurt) appropriately |  |  |
| Saying, "No" or "Stop" |  |  |
| Other: |  |  |
| Additional comments not addressed: |  |  |