Function Finder

Stuck on a behavior of concern?
Start here.

Answer a few plain-English questions about one behavior and write down 3–10 times it happened. You'll get a one-page plan: why the behavior is probably happening, what to teach instead, how to build the relationship first, and three things to try tomorrow morning.

Pick one behavior of concern — the one that is most impeding the learning of the child and/or their peers.

We say behavior of concern rather than "problem behavior." It means the same thing — an action that gets in the way of safety or learning — but it keeps the focus on the unmet need or the trigger in the environment, not on blaming the student. This tool works best on one behavior of concern at a time. If a student has more than one (for example, refusing work and hitting in line), those usually happen for different reasons and need different plans. Run the tool again later for the other.

Step 1

Tell us about the student and the one behavior of concern

Student first name or initialsUsed only to personalize your report. Nothing is saved or shared.Which behavior of concern is this?Choose the closest category. You'll describe it in your own words next.Now describe it in your own wordsWrite what you would see on a video — just the actions, not why you think it happens. Behavior analysts call this an operational definition: a description so clear that two adults watching would agree on whether it happened. One behavior of concern only.What does this student like, do well, or respond to? (optional, but worth 30 seconds)Relationships come before strategies. Tell us their interests, strengths, who they trust, or what makes them smile, and we'll build rapport ideas around it.

Step 2

Write down 3–10 times it happened

ABC is a basic tracking framework: what happened right before (Antecedent), what the student did (Behavior of concern), and what happened right after (Consequence — the adult or peer response, environmental reaction, or result).

When patterns repeat before and after, they reveal the function (the four primary reasons behaviors occur: Attention, Escape/Avoidance, Access to Items/Tangibles, or Sensory Needs). Identifying the function allows you to teach an effective replacement behavior: a functional skill that meets the same need appropriately within the classroom.

Keep every row about the same behavior of concern you described above. Three rows minimum, ten maximum. The more specific you are, the better your plan. Time of day is optional.

Observation #1

A — Antecedent (before): what was going on right before it started?B — Behavior of concern (during): what did the student actually do?C — Consequence (after): what happened immediately after? (what adults or peers did, or what changed)Time of day (optional)

Observation #2

Observation #3

0 of 3 rows complete · minimum 3

Step 3

Get your one-page plan

Your printable plan will include: the likely reason behind the behavior, what to teach instead, relationship and rapport ideas built around this student, tips for the whole class, three things to try tomorrow, and free resources. Everything is tied to High-Leverage Practices 7–10.

Add a student name, pick a behavior of concern, describe it, and complete at least 3 ABC rows to continue.