Behavior Frequency Log

Student Name: ________________________ Date: ________________________

Instructions: Use this log to record behaviors as they occur. For each instance, fill in the date, time, describe what happened (Behavior), note where or when it happened (Context), and add any extra details or observations (Notes).

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DSM-5 Behavior Indicators

Use this rubric to rate how often each behavior occurs. Circle the rating that best describes the student’s typical behavior during instructional or social activities.

Scoring:

• 0 (Never): Behavior is absent or extremely rare
• 1 (Sometimes): Behavior occurs sporadically; needs occasional staff intervention
• 2 (Often): Behavior occurs frequently; requires consistent intervention

Total Score: ______ / 12

Structured Intake Questions

Teacher: “Thank you for working with me so far. Now I’m going to ask you some questions to help me understand how you’re feeling, what might be triggering these behaviors, and what we can do to help you. Remember, there are no right or wrong answers—just tell me what you think.”

1. Teacher: “Let’s start with feelings. How do you usually feel when you’re in class or doing your work?”
   • Possible follow-up: “Can you tell me more about that feeling? What does it feel like in your body?”

2. Teacher: “What are some things that make you feel upset, frustrated, or like you might act out? For example, is it a loud noise, a hard question, or something someone says?”
   • Possible follow-up: “Can you think of a specific time that happened? What was going on right before you felt that way?”

3. Teacher: “Can you remember a recent time when you had one of those behaviors we logged? Tell me exactly what happened before, during, and after.”
   • Probe: “Who else was there? Where were you? What were you doing at the time?”

4. Teacher: “When you notice yourself starting to feel that way, what do you usually do to try to calm down or feel better?”
   • Follow-up: “Does that strategy usually help? What else might you try if it doesn’t?”

5. Teacher: “Who do you turn to when you’re upset or having trouble focusing? That could be a friend, a teacher, or someone at home.”
   • Probe: “What do they do to help you? What could they do that would help even more?”

6. Teacher: “Is there anything else you think I should know about how you feel or act when you’re at school?”
   • Follow-up: “Why do you think that helps me understand you better?”

New: Sensory Processing Questions

7. Teacher: “Sometimes our senses—like hearing, seeing, or touching—can affect how we feel or behave. Are there any sounds in class or at school that bother you or make you feel upset?”
   • Follow-up: “What do those sounds feel like? How do you react when you hear them?”

8. Teacher: “We all have clothes we like or don’t like. How do the clothes or tags you wear feel to you? Are there certain textures or fabrics you really like or really don’t like?”
   • Follow-up: “Can you give me an example of something you wore recently that felt uncomfortable or really nice?”

9. Teacher: “Sometimes smells can bother us too. Are there particular smells at school—like in the lunchroom or hallway—that you notice or that upset you?”
   • Follow-up: “What do those smells remind you of? How does your body feel when you notice them?”

10. Teacher: “Moving, jumping, running, or swinging—how does that make you feel? Do you feel more calm, more wiggly, or something else when you move a lot?”
    • Follow-up: “Do you ever feel like you need to move around to concentrate? What helps you feel just right?”

Teacher: “Thank you for sharing about your senses and how they affect you. Your answers help me plan supports that really work for you. Next, we’ll look at the definitions of some of these behaviors and make sure everything is clear.”

Indicator Definitions

The definitions below explain each DSM-5 behavior indicator in simple, child-friendly language.

Inattention
Definition: Having trouble keeping focus on what you’re doing, like schoolwork or playing.
Examples:

• Forgetting instructions right after hearing them.
• Daydreaming during lessons.
• Losing track of where you put your pencil.

Impulsivity
Definition: Doing things without thinking first.
Examples:

• Blurt out answers before the teacher finishes asking.
• Grab toys or things without asking permission.
• Jump into games without waiting for your turn.

Hyperactivity
Definition: Feeling very restless and moving more than needed.
Examples:

• Fidgeting or tapping your feet constantly.
• Getting up from your seat when you should stay seated.
• Running or climbing in the classroom.

Noncompliance
Definition: Refusing or taking a long time to follow directions.
Examples:

• Saying “no” or ignoring the teacher’s requests.
• Waiting a long time before starting an assignment.
• Need lots of reminders to finish a task.

Aggressive Behavior
Definition: Hurting others with words or actions.
Examples:

• Hitting, kicking, or pushing classmates.
• Throwing objects when upset.
• Calling others mean names.

Social Withdrawal
Definition: Choosing to be alone and not joining in activities.
Examples:

• Sitting by yourself during group work.
• Not talking or playing with classmates at recess.
• Avoiding group games or conversations.