Initial Line of Inquiry

An Initial Line of Strengths of the student: 1) “What does he/she do that is helpful to other students?” 2) “How does he/she show Inquiry Eliciting respect?” 3) “What are his/her greatest attributes?” Questions Slow Triggers (Setting Events) Fast Triggers Problem Behaviors Actual Perceived (Antecedents) (In measurable terms) Consequences Function “What specific things can you think Dignity & Respect of that DO NOT CAUSE the (interactions & rapport) (Hypothesis) “What sets his/her problem “What does he/she specifically “What do you do when behavior to occur, but make it more -When adults interact with him, do they behavior off?” do that is a problem?” the problem behavior likely that it will occur? interact the same way they would any “What do you think occurs?” other student? he/she gets by “What is going on when “What does he/she do that Additional questions: -Is his/her dignity maintained when behaving this way?” h/she does these things?” aggravates other students?” “What happens consequences are delivered? immediately after the Physical & Mental Health -Does the teacher interact with the “What might he/she “What else is going on when “How does he/she show behavior?” -Are there any chronic health student other times than when he/she be getting or the problem behavior disrespect?’” -Naturally occurring and problems, e.g., nutrition, allergies, is being given a consequence? avoiding?” occurs?” structural sleep patterns, medications & side -Does the student interact appropriately “What does the behavior look effects? with his/her peers? “What else might “Does getting started on ALL like?” “What do you do -Are there any issues concerning -Does he/she have opportunity to he/she get or access assignments create difficulty immediately when the mental health or emotional well- interact with his/her peers? as a result of or only certain types of student engages in the being? -What is the Principal’s relationship engaging in the assignments?” problem behavior?” -Problems with vision or hearing? with the student? behavior?” “If written tasks are a “What do other students Belongings & Inclusion Empowerment “Does his/her problem, are they across ALL do immediately after -Does the student have any (predictability, choice, control) behavior result in a subjects?” he/she engages in the problems interacting with friends? -Does the student transition well from power struggle?” problem behavior? -Where does the student sit in activity to activity? “Are there problems with his/her class? -Is there a consistent schedule in place “Does his/her transitions?” -Does the student participate in and do the teachers abide by the behavior help to -specific kids? any extracurricular activities? schedule? clarify the parental -specific adults? -Does the student eat lunch with -Does the student know how to follow (family) system?” Other general features? friends? Play at recess? the schedule-or does he/she have a -Does the student participate in personal scheduled? -Gain access or any social clubs? -Does the student have any choices (of connection to others -Is the student having any preferable activities) throughout the . -Get access to academic problems? day? preferences -Does the student prefer any -Do changes in the schedule affect -Obtain a sense of courses over another or do better his/her behavior? control in certain courses than others? -Do substitutes affect his/her behavior? -Clarify the rules -Does the student have any IEP -Does the student have -Clarify parental accommodations and are these materials/supplies t use freely at school roles being provided? to get his/her work done? -Avoid unpleasant -Does the student have personal circumstances (e.g. space? work, person, place, -Does he/she get to make choices activity) during class (e.g. pen/pencil, loose- -Reduce anxiety or leaf/spiral bound, where to sit, by whom release tension he sits, order of activities)? -Escape feeling inadequate -Sensory feedback- feels good -Reduce stimuli -Increase beneficial stimuli

Llewellyn, G., & Knoster, T. (1997). Screening for understanding of student problem behavior: An initial line of inquiry. Pennsylvania Department of Education. An Initial Line of Strengths of the student: Inquiry Eliciting Questions Slow Triggers (Setting Events) Fast Triggers Problem Behaviors Actual Perceived (Antecedents) (In measurable terms) Consequences Function Social & Academic Competence Environment -Does the student interact -What are the parent work schedules? (Hypothesis) appropriately with his/her peers? -What’s their home life like? -Does the student know to raise -Are there any basic needs not being his/her hand in class? addressed, (e.g. food, clothing. . .)? -Does the student know how to -Any unique or upsetting events . share/take turns? happen recently? -Does the student know how to -Noise issues? follow directions – 1 step, 2 steps, -Climate issues? 3 steps? -Light sensitivity? -Is his/her IEP appropriate? -Does he/she dress the same s the -Are assignments appropriate? other students? -Does the student communicate -Is free and reduced lunch an issue? effectively? -Is he/she on grade level? Is he/she having difficulty with certain courses or certain types of instructional activities? -Does the student accept corrections/corrective feedback appropriately?

Llewellyn, G., & Knoster, T. (1997). Screening for understanding of student problem behavior: An initial line of inquiry. Pennsylvania Department of Education.