Describe your student-support workflow. Makeform creates a structured functional behavior assessment form for interviews, ABC observations, behavior measures, hypotheses, and team review.
Route completed records to Google Sheets, Slack, and Zapier.
Sample prompts for the builder
Choose a prompt, adapt it to your process, or send it to the builder. Review every example field with your team.
Audience
School psychologists and multidisciplinary evaluation teams
Format
Multi-section assessment record with observation log
Prompt size
346 chars
Example form structure
Multi-section assessment record with observation log
Student, school, grade, and case details
Operational definition of target behavior
Frequency, duration, latency, and intensity
Antecedent, behavior, and consequence
Pattern summary and working hypothesis
Suggested routing tags
Referral intake
Observation pending
Team review
Define the target behavior in observable terms before collecting data; labels such as disruptive do not tell observers what to count.
Step 1
Define
describe behavior in observable, countable terms
Step 2
Gather
combine interviews, records, and direct observations
Step 3
Analyze
compare antecedents, consequences, settings, and measures
Step 4
Review
document the hypothesis, supports, owners, and next date
Structured evidence collection
Separate direct observation from interpretation and keep definitions and measurement rules consistent across observers.
Place the agreed definition beside each entry so staff record the same observable action.
Capture what occurred immediately before, exactly what the student did, and what changed immediately after in separate fields.
Use frequency, duration, latency, opportunity, and defined intensity scales to establish a baseline.
Multiple perspectives
Build separate entry paths while keeping the records connected to the same case and target behavior.
Ask about strengths, communication, routines, and context not visible during school observations.
Compare entries across subjects, independent work, transitions, groups, and unstructured periods.
Give teachers and service providers neutral prompts about patterns, successful routines, prior strategies, and student response.
Summarize evidence and gaps, assign follow-up observations, and schedule review.
Build the assessment workflow
Shape each field around observable data, the team's decisions, and a clear owner.
Name respondents, target behavior, settings, measures, sources, and review workflow.
Add the team's operational definition, measurement rules, intensity anchors, and role names.
Use role and data-source questions to show observers, caregivers, students, and team reviewers only the sections relevant to them.
Route submissions, compare entries, document limitations, and set the next review date.
Choose the right record
Interviews suggest where to look, observations document events, and summaries connect the evidence.
Field guide
Adapt these six sections, access rules, and review steps to your school or district process.
Case context
Connect each response to the case, referral question, setting, assessor, and assessment window. Include strengths and relevant context.
Target behavior
Use an operational definition, examples, non-examples, measurement method, and start-stop rules so observers collect comparable entries.
Indirect sources
Label who reported each interview detail, when it was collected, and which setting or routine it describes.
Direct observation
Separate antecedent, behavior, and consequence. Add time, activity, people, transitions, and measures to compare occurrences and non-occurrences.
Pattern analysis
Summarize relationships across settings, tasks, times, people, and consequences. Include conflicting observations and missing conditions.
Hypothesis and review
Link context, behavior, and likely outcome. Record a replacement behavior, proposed supports, owners, and review date.
Related tools
Add tools for behavior events, progress, intervention feedback, student perspective, and coordination.
Document individual events outside the broader assessment record.
Open toolInvite structured student perspective on routines, support, and school experience.
Open toolCoordinate meeting times with families when the team needs their input.
Open toolCreate a general school reporting workflow for records outside the FBA process.
Open toolFAQ
Practical answers for school psychologists, special educators, behavior staff, and evaluation teams.
It organizes the referral question, strengths, target definition, interviews, records, observations, measures, patterns, hypothesis, replacement behavior, and follow-up decisions. The school team remains responsible for its process and conclusions.
ABC means antecedent, behavior, and consequence: what happened immediately before, the observable action or words, and what happened after. Separate fields reduce assumptions and support comparison.
Use observable, measurable language with examples, non-examples, onset and offset rules, and the selected measure. Replace broad labels with the action and counting rule.
Options include frequency, rate, duration, latency, percentage of opportunities, intervals, and defined intensity. Explain each counting rule and avoid combining unlike measures.
Yes. Use a role question and conditional sections. Attach the source to every response, with a separate path for direct observations.
Collect only necessary information. Follow school or district rules for access, sharing, retention, consent, and approved systems. Restrict notifications and exports to assigned staff.
Yes. Makeform is unlimited free for generating, editing, publishing, and collecting responses. The paid tier removes the Makeform badge.
No. It creates an editable structure. The team selects methods, reviews evidence and limitations, adapts language to local procedures, and decides conclusions and supports.
Give every observation the same structure.
