Teaching · Related Services

Ask the teacher the questions that get examples.

Pick the purpose and topics, and describe the behavior in plain words. The page writes the opening, numbered questions with the behavior named in them, the closing, what to bring and how long to allow.

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Included with Caveat Classroom and Whole-school licenses. Or get it in the Related Services toolkit, $99 for 159 items.

The protocol

One protocol per student and interview. The example is made up.

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What you get

Teaching · Related Services$12 · included with Classroom and Whole-school licenses

What you finish with
A printable teacher interview: opening, numbered questions by topic, closing, what to bring and the time to allow.
Who it is for
School psychologists, special education teachers, behavior specialists and school social workers.
Format
Browser builder. One saved protocol per student and date; printed with its questions or as a blank form; CSV; export and import a file.
Access
$12 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the Related Services toolkit ($99) and the Teaching Suite pass ($199), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The Related Services space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
What happensjust before?Usuallyafter math…the teacher sees what testing cannot
Drawn for this page. A teacher interview is most useful when the questions ask for examples: when, where, what came before and what came after.

How to use it

  1. Choose the purpose first: the opening and the checks follow it.
  2. Describe the behavior as something anyone could see or hear.
  3. Use Short when the teacher has one planning period.
  4. Send the list of what to bring a day ahead.
  5. Write answers in the teacher’s own words; ask for one example each time.

Build a protocol

What the builder covers

Examples over opinions

“Tell me about the last time it happened” gets better information than “Is the student defiant?” The questions ask for times, places, what came before and what came after.

The behavior in plain words

A behavior described as something you could see or hear, such as leaving the room or tearing up work, lets everyone agree on when it happened. Labels such as “defiant” do not.

What it is not

The protocol is not a rating scale or a standardized interview. It is a guide; follow up on what the teacher says.

Sources

  1. Individuals with Disabilities Education Act, 34 CFR 300.304(b) and (c): a variety of assessment tools, including information from teachers, and 300.530(f): functional behavioral assessment.
  2. O’Neill, R. E., Albin, R. W., Storey, K., Horner, R. H., and Sprague, J. R. (2015). Functional assessment and program development for problem behavior: A practical handbook (3rd ed.). Cengage.
  3. Crone, D. A., Hawken, L. S., and Horner, R. H. (2015). Building positive behavior support systems in schools: Functional behavioral assessment (2nd ed.). Guilford Press.
  4. National Association of School Psychologists. Best practices guidance on gathering information from multiple sources and informants in school-based evaluation.

The example student and behavior are made up. Support: team@caveatacademic.com.