Functional Behavioral Assessment Rubric

Component	Unacceptable 1-1.5	Acceptable 2-2.5	Target 3
General Information provided about: student, grade, school, date, and context in which FBA was used.	Minimal to no information provided on student, and no information provided on context.	Good description of student, but minimal description of context.	Thorough description of student and context (classroom settings/activities) in which functional assessment was conducted.
Operational Definitions: provide clear definition of target behavior, including baseline data collected.	Provided definitions that were not operational. No baseline data available.	Provided operational definitions of target and replacement behavior. Provided baseline data for only one.	Provided operational definitions of target and replacement behaviors. Provided baseline data for each.
Ecological Analysis: Focus on settings where behavior occurs most frequently.	Provided minimal to no information on ear area and failed to analyze how these factors may influence behavior.	Provided some information on each area with some analysis. Lack of depth in analysis.	Provided thorough analysis of when and where the target behavior is likely to occur; the subject/activity the target behavior is likely to occur in; the people present when the target behavior is like to occur; and events or conditions that immediately precede the target behavior. Discussed occasions when student is most successful.
Direct Observation: Focus on gathering information related to identifying antecedents and determining function of behaviors. (A-B-C)	Minimal to no information on ABC’s. No relevance between ABC’s and hypothesis statement. Failed to identify potential reinforcers.	Provided some information on antecedents and consequences for BOTH problem and replacement behavior. Developed hypothesis statement and identified potential reinforcers.	Conducted Direct Observation and gathered information on antecedents and consequences for BOTH problem and replacement behavior. Developed hypothesis statement and identified potential reinforcers.
Direct Observation (2); Focus on direct observation of target and replacement behavior. Baseline data provided.	Provide minimal to no information on direct observation data. Observations were not done consistently. Failed to include completed data collection forms and graph of baseline for each behavior.	Repeated direct observations across days. Direct or indirect data collection for target and replacement behavior. Completed graph of baseline for each behavior. Missing data collection forms.	Repeated direct observations across days. Direct or indirect data collection for target and replacement behavior. Completed data collection forms and graph of baseline for each behavior.
Interviews: Focus on gathering information related to identifying antecedents and determining function of behavior.	Failed to interview significant others. Gathered minimal/no information on antecedents and consequences for problem and replacement behavior.	Interviewed significant others and gathered some information on antecedents and consequences for BOTH problem and replacement behavior.	Interviewed significant others and gathered thorough information on antecedents and consequences for BOTH problem and replacement behavior.
Functional Assessment Report Summary	Completion of Positive Functional Behavior Assessment form as Provided by the Ohio Dept. of Ed. Division of Exceptional Children with no connection to data collected. May or may not include graph of baseline data results for target behavior only. Lack of depth in analysis.	Completion of Positive Functional Behavior Assessment form as Provided by the Ohio Dept. of Ed. Division of Exceptional Children on data collected. Include graphs of baseline data results for target and replacement behaviors. Lack of depth in analysis.	Thorough completion of Positive Functional Behavior Assessment form as Provided by the Ohio Dept. of Ed. Division of Exceptional Children on data collected. Include graphs of baseline data results for target and replacement behaviors. Results are exemplary and support findings.
Grammar and Content	Content failed to include appropriate professional term used in the field of special education. Problems with grammar and punctuation.	Content included appropriate professional terms used in the field of special education Mild/Moderate. Minimal problems with grammar and punctuation.	Used proper grammar and punctuation. Content included appropriate professional terms used in the fields of special education Mild/Moderate.

(Adapted and used with permission from Chicago State University)