Worksheet for Prioritizing Potential Target Behaviors

Student’s Name: Date:

Informant:

Directions: ​Use the key within each question to rank each potential target behavior by the extent to which it meets each
prioritization criteria. The behaviors with the highest total scores would presumably be the highest priority for
intervention. Write the rank for each prioritization criteria in the box below each potential target behavior. Add all
rankings for each behavior (numbers in the column for the behavior) and record the sum score in the appropriate box in
the totals column.

Prioritization Criteria Behavior 1 Behavior 2 Behavior 3 Behavior 4

Does the problem behavior pose danger to the learner
or to others?

0 = Never; 1 = Sometimes; 2 = Often; 3 = Always

How often does the problem behavior occur?

0 = <1 time a week 1 = ≤ 2 times a week

2 = 3 to 4 times a week 3 = 5 to 10 times a week
4 = > 10 times a week
How long standing is the problem behavior?

0 = ≤ 1 week 1 = ≤ 2 weeks 2 = ≤ 3 weeks

3 = ≤ 4 weeks 4 = > 4 weeks
Will changing the problem behavior produce a higher
rate of reinforcement for the student?

0 = Never; 1 = Sometimes; 2 = Often; 3 = Always

What is the relative importance of the problem behavior
to future skills development and independent
functioning?

0 = Not Important 1 = Sometimes Important

2 = Important 3 = Very Important
Will changing the problem behavior produce
reinforcement for significant others (teachers and/or
parents)?

0 = Never 1 = Sometimes 2 = Often 3 = Always

How likely is the success in changing the problem
behavior?

0 = Not Likely 1 = Somewhat Likely

2 = Likely 3 = Very Likely

TOTALS

1
 Priority Ranking (Order the behaviors from highest to lowest sum score)

Potential Target Behavior(s) Level of Priority

1
2
3
4
5

Adapted from Cooper, Heron, & Heward (2020)

The rater/team should use the table below to help guide their discussion around each prioritization criterion
included on the form. Information in this table is summarized from ​Applied Behavior Analysis - 3rd Edition​ by
Cooper, Heron, and Heward (2020).

Prioritization Criteria Considerations for Determining Rank

Does the problem behavior Any behaviors that pose a threat of serious physical danger to the student or others must
pose danger to the learner be prioritized.
or to others?
Some examples of dangerous behaviors might include:
● student hits own head against the wall or floor repeatedly, making a knot or other
mark
● student exits the school building without permission
● student hits a peer with a heavy book, leaving a mark on the peer’s body after 5
minutes

How often does the Problem behaviors that occur most often are typically a higher priority. When problem
problem behavior occur? behaviors occur more often, the student will have more opportunities to practice the more
appropriate behaviors you are teaching.

How long-standing is the Long-standing problem behaviors are prioritized over those that have recently appeared
problem behavior? and/or occur sporadically.

For example, consider a student who has thrown a toy across the room on two occasions
over the last three weeks, but has no consistent history of throwing toys. The same student
has ripped pages from textbooks, worksheets, and library books into multiple pieces at least
twice a week over the past six weeks. Ripping papers would be prioritized over throwing
toys.

Will changing the problem When other criteria are equal, changing problem behaviors that will result in a higher rate of
behavior produce a higher reinforcement for the student should be prioritized.
rate of reinforcement for
the student? For example, reducing the frequency of biting peers to gain access to items the peers have
and teaching the student to verbally request an item a peer has might increase
reinforcement for the student in the form of increased peer interactions.

What is the relative Reducing problem behaviors that result in increased independence for the student and/or
importance of the problem increased success with skill acquisition should be prioritized.
behavior to future skills
development and For example, reducing elopement from the building without permission might increase a
independent functioning? student’s independence during transitions and unstructured activities with peers.

2
Will changing the problem Significant others will be best able to provide information to assist in answering this
behavior produce question. Significant others may include parents, teachers, peers, or siblings.
reinforcement for significant
others (teachers and/or For example, teaching a student to request items by pointing at the item rather than
parents)? screaming may result in reinforcement for the student’s teachers and parents. Reducing
chewing on shared materials might increase reinforcement for peers.

How likely is the success in When determining the likelihood of success in changing a problem behavior, consider the
changing the problem following:
behavior? ● What does research say about attempts to change this type of problem behavior?
Is change often successful? How easy is it to change the behavior?
● How experienced are the school staff working with the student in dealing effectively
with this type of problem behavior? More competent and experienced staff make
success in changing the problem behavior more likely.
● To what extent can school staff working with the student control relevant variables
in the environment?
● Will school staff have the resources necessary to implement interventions for the
problem behavior accurately, consistently, and for long enough to change the
problem behavior?