1. Resources for Function-Based Interventions
General overview of the components covered in each pamphlet.

2. Cover Three pamphlets Primary and Secondary Access to items/activities
Access to peer/teacher attention
Escape from tasks/activities
Primary and Secondary

3. Other Considerations
Helps to further identify why the behavior is occurring. Yes/No questions.
Determine if there is more than one function.
Gain attention, items, or sensory input
Escape attention, task, or over stimulation
This section assists with identifying why the behavior is occurring and if there are multiple factors in play.

4. Left Panel
The left panel includes area of focus and whether or not this information applies to the targeted student.
For more severe behaviors, consider a meeting with your behavior team for additional support.

5. Center Panel What the behavior may look like; Ex. attention
Why it occurs
Reinforcers:
Give attention
Give access
Provide escape
*More appropriate
form*
The center panel covers what the behavior may look like, why it continues to occur, and ideas for reinforcement.
Example: There are various types of attention, including negative attention.
Why does the behavior occur? If one responds to shouting more quickly than to hand raising, individual will continue to use shouting to gain attention.
Reinforcers should match “why” behavior is occurring. If individual is seeking attention, reinforce with activities that allow student to gain positive attention.

6. Center Panel Escape Behaviors are on a continuum (regardless of func.)
Student and adult may be benefiting
Center Panel – Example of Escape
Behaviors are on a continuum: They can range from sitting quietly without initiating a task to hitting others.
Students and adults benefit from escape-maintained behaviors: Student escapes work, adults escape the behavior.
Reinforcers should match “why” behavior is occurring. If individual is seeking escape, reinforce with activities that allow student to appropriately escape/ break from a task.

7. Center Panel Access to Items/Activities Example of methods
Problem behaviors are easier/more effective than expected behaviors
Center Panel – Example of Access to Items
Individuals can engage in various ways of gaining access to items.
Why does the behavior occur? Example, it is easier for the individual to take an item than to ask for an item.
Reinforcers should match “why” behavior is occurring. If individual is seeking items/activities, reinforce with opportunities to gain items/activities.

8. Right Panel
The right panel includes classroom strategies that either provide attention, escape, or access to items (depending on why the behavior is occurring).
If the following interventions are not effective, may need to relook at the function of behavior with your MTSS/RtI team.