CAFC Questionnaire

Functional Behavior Analysis

(TO. Vallés Arándiga, 2002)

Surname name: ____________________________

Course: ________________ Group: ____________________ Center: _____________________________

Address Phone: ___________________________

FUNCTIONAL EXPLORATION

A) PREVIOUS CIRCUMSTANCES
1. In what school situations does problematic behavior appear?

IN THE HALLWAY IN THE CLASSROOM IN THE LIBRARY

IN THE ROW IN THE BACKYARD IN THE GYM
AT THE ENTRANCE IN__________________________

2. What does the teacher do at that moment?

3. What other things is the student doing?

4. What happens immediately before the student exhibits the problematic behavior?

A COMPANION PROVOKES YOU IT'S BORED

GET A PUSH THEY PROVOKE IT
___________________________

5. Is there a particular event that could be the trigger for the problem behavior?

-Ambez@r Group- Resources for attention to diversity.-Materials for Guidance Practice-

 FUNCTIONAL EXPLORATION

THE PROVOCATION OF A COMPANION LOSS OF ATTENTION TEASING

DIFFICULTY OF SCHOOLWORK VIOLENT GAMES TEASING
NOT DETECTED _______________________

6. What happens immediately after?

RESPONDS BY AFFECTING RESPOND WITH INSULTS PERFORM THE TASK

Smudges or messes up the homework SHOUTS WRONG
GOES TO THE PATIO OR ANOTHER LEAVE THE CLASSROOM CRY
DEPENDENCY HE SHUTS UP
REPLY TO THE TEACHER

B) CONSEQUENCES
7. How do the people around the student react to his/her behavior?

*FACULTY:
IGNORE IT IT ISOLATES HIM (Where) REPRIVES HIM
CALLED ATTENTION SMILES AT HIM MAKES YOU A REFLECTION
BEING EMOTIONALLY ALTERED CALL THE PARENTS SEND IT TO THE DIRECTOR
HE SENDS IT TO THE PATIO IT MAKES YOU REPEAT THE ACTION IN A CORRECT WAY
DEPRIVES YOU OF RECESS OR PART OF IT HE DID NOT SPEAK TO HIM THE REST OF THE DAY
FREQUENTLY TELLS YOU WHAT YOU SHOULD DO
_______________________________________

*STUDENT BODY:
THEY FIX ON HIM/HER NEVER SOMETIMES ALMOST ALWAYS ALWAYS
THEY IGNORE IT THEY SMILE AT YOU THEY RESPOND TO AGGRESSION
THEY MOCK THEY REJECT YOU THEY INSULT YOU
THEY “CHIVAN” THEY “ALLY” WITH HIM/HER
SOME STUDENTS ENCOURAGE OR REINFORCE YOU. Who or whom:__________________________

8. What are the disadvantages that the student achieves with his/her behavior?

DO NOT PLAY BE ALONE DOING THE TASK WRONG

PHYSICAL DAMAGE GET BORED HAVE PENDING TASKS
LOSING THE ESTIMATE OF THE TEACHER SELF-ESTEEM DETERMINATION RUNNING OUT OF RECESS
LAY OFF BEING REJECTED COMPLETELY
LOSING THE RELATIONSHIP WITH COLLEAGUES ___________________________

9. What are the advantages that the student achieves with his/her behavior?

YOU FEEL COMFORTABLE GET ATTENTION DO NOT DO THE TASK

GO OUT TO THE PATIO GO OUT TO THE HALLWAY APPROPRIATING OTHERS'
IMPOSE OVER OTHERS TO BE NOTICED OBJECTS
GET A NEW ITEM INCREASE SELF-ESTEEM THE ESTIMATE OF THE TEACHER
NONE ______________________ EXCUSE FOR NOT STUDY

10. What consequences does the problem behavior have on your life in general?

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 FUNCTIONAL EXPLORATION

YOU FEEL HAPPY HE FEELS UNHAPPY IMPROVE “YOUR SOCIAL IMAGE”

YOU FEEL REJECTED YOU FEEL LOVED OR INTEGRATED IN YOUR GROUP
PRE-CRIMINAL STATUS

C) GENESIS
11. How did the problem behavior appear?

SPONTANEOUSLY gradually INTERMITTENTLY ______________________

12. Under what circumstances?

BY INCREASING THE DEMANDS OF SCHOOLWORK STRESS AND ANXIETY

WHEN INCREASE / REDUCE THE NUMBER OF CLASSROOM WHEN RECEIVING CARE
LAUMNS INDUCED BY PEERS
WATCHING INAPPROPRIATE FILMS JEALOUSY
NUTRITIONAL DEFICITS _________________________________
IT IS UNKNOWN
13. Does the student seem to imitate other people's modes of action?

YEAH NO SOMETIMES
WHOSE?____________________ WHAT MODES?__________________________

14. Have there been changes in the way the problem behavior occurs?

YEAH NO
HIGHER FREQUENCY LOWER FREQUENCY
LONGER DURATION LONGER DURATION
GREATER INTENSITY LOWER INTENSITY

15. Have there been concomitant biological, psychological or environmental changes?

YEAH NO
GROWTH CRISIS DISEASES ACCIDENTS
WAY OF SEEING THINGS CHANGE OF FRIENDSHIPS CHANGE OF SCHOOL
ADDRESS CHANGE FAMILY CHANGES

D) CONTROL ATTEMPTS
16. What has been tried at the school (teacher, tutor, management team,...) to ensure that the student does not
behave in this way?

ESTABLISH A BEHAVIOR MODIFICATION PLAN

-Ambez@r Group- Resources for attention to diversity.-Materials for Guidance Practice-

 FUNCTIONAL EXPLORATION

APPLY PUNISHMENTS APPLY PUNISHMENTS TO CONTRARY BEHAVIORS

GIVE HIM EXTRA HOMEWORK ISOLATE HIM/HER
TALK TO PARENTS REFER IT TO THE SPECIALIST
MEDIATE IN CONFLICTS HOLD INTERVIEWS WITH ___________________
PROMOTE CHANGE OF SITUATIONS _______________________________

17. During how much time?

ONE DAY SOME WEEK 1 WEEK 1 MONTH

2 1 TRIMESTER ENTIRE COURSE ________________________________
MONTHS

18. Has it given any results?

YEAH NO PARTIALLY
IT HAS DECREASED ITS FREQUENCY OF APPEARANCE
IT HAS DECREASED ITS INTENSITY
IT HAS DECREASED ITS DURATION

19. Has anything else been tried to change the problem behavior?

20. Have any attempts by the student himself/herself to change his/her behavior been observed?

STRIVES TO CHANGE DOES NOT EFFORT TO CHANGE

HE STRIVES WHEN THE FOLLOWING CIRCUMSTANCES ARE GIVEN _________________________________

21. What nature have they been and what results have they been obtained?

STAY STILL CONCENTRATE

BE QUIET CONTAIN LAUGHTER
CONTAIN PHYSICAL AGGRESSION CHANGE THE TYPE OF INSULTS
GET ATTENTION IN ANOTHER WAY IMITATE A NEW MODEL
SELF-RECORD YOUR BEHAVIOR SELF-REINFORCE YOURSELF
MODERATE YOUR HYPERACTIVITY INCREASE YOUR COMMUNICATION
IMPROVE YOUR SCHOOL PERFORMANCE __________________________________

22. How have those around you reacted to such attempts?

WITH SATISFACTION INTRODUCING NEW MODIFICATIONS IN THE CONTROL

IT HAS NOT BEEN RATED REINFORCEMENT OF THE CHILD
_______________________

E) COGNITIVE CONTEXT
23. What opinions and attitudes are supported about the problematic behavior in particular and about the child in
general?

-Ambez@r Group- Resources for attention to diversity.-Materials for Guidance Practice-

 FUNCTIONAL EXPLORATION

WHICH IS VERY PROBLEMATIC THAT NEGATIVELY INFLUENCES THEIR SCHOOL ENVIRONMENT

IT MAKES YOU UNHAPPY IT MAKES YOUR SOCIAL INTEGRATION DIFFICULT
PREDISPOSES YOU TO SERIOUSLY ALTERED BEHAVIORS
___________________________

24. What opinions has the student expressed about his/her own behavior? And the attempts to control the
teachers?

DOES NOT REALIZE THE PROBLEM YOU ARE VERY INTERESTED IN CHANGE
HE REALIZES BUT HE DOESN'T WANT TO CANNOT BE CONTROLLED
CHANGE
IT IS CONTROLLED BY THE TEACHER
F) DETECTION OF POSSIBLE REINFORCERS
25. What does the student do with pleasure?

WRITE DRAW TRIM

COLOR TO MODEL COLLECT PAPERS
TAKE CARE OF THE TAKE CARE OF THE GARDEN LOOK OUT
PATIO SAVE THE MATERIAL GO TO THE BOARD
DISTRIBUTE FOLIES
COPY
__________________
26. What are the consequences of these activities?

GREATER PERSONAL TRANQUILITY THE LEAST NOISY CLASS

GREATER SELF-CONTROL LOWER INCIDENCE OF PROBLEM BEHAVIOR
LOWER NUMBER OF PROBLEM SITUATIONS

27. What do you like to own?

WRITING SUPPLIES CHROME

CARDS COMICS
CANDIES MORE FREE TIME
MORE RECREATION TIME CONSIDERATION OF SOME COMPANION
BEST CONSIDERATION FROM ANY TEACHER

28. Who can satisfy those desires?

THE STUDENT HIMSELF YOUR COMPANIONS

THE TEACHER ADDRESS
PARENTS OTHERS ______________________________

29. Who are you comfortable with?

WITH THE STUDENT_____________ ONLY TO

WITH ALL THE COMPANIONS WITH FEW COMPANIONS

-Ambez@r Group- Resources for attention to diversity.-Materials for Guidance Practice-

 FUNCTIONAL EXPLORATION

30. What successes have been achieved with these reinforcements? How often?

NO SUCCESS HAS BEEN ACHIEVED ONLY PARTIALLY

SUCCESS HAVE BEEN ACHIEVED FREQUENTLY (specify) ___________________________

31. Under what conditions do these reinforcements achieve a desired behavior?

WHEN THE STUDENT VALUES THEM WHEN YOU ARE HAPPY

WHEN YOU REDEEM THEM FOR TOKENS WHEN ADMINISTERED CONTINGENTLY
WHEN THE TEACHER IS NOT ANGRY WHEN IT IS REINFORCED IN A FIXED WAY

G) LIST OF REINFORCEMENTS See the document “TABLE OF REINFORCEMENTS”

THANK YOU FOR YOUR COOPERATION

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