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SECTION 4: ASSESSMENT

Terms in this set (83)

4 Phases of Intervention
HINT: A PIE
1. Assessment
2. Planning
3. Implementation
4. Evaluation
Assessment
AKA: FBA
- A systematic method for obtaining information about the FUNCTION challenging behaviors serve for an individual.
- Allows us to make empirically-based hypotheses for WHY behaviors occur.
- Involves a variety of methods including, direct observation, interviews, checklists, & test to identify targets for behavior change.
- Discovers resources , assets, significant others, competing contingencies. maintenance & generalization factors & potential reinforcers & or punishers that may be included in intervention plans.
Purpose of Assessment
- Identifies & defines targets to behavior change
- Guides us to create effective & positive interventions
ETHICS for an Assessment
- You have to choose the RIGHT BEHAVIORS for assessment, so you need to know what is SOCIALLY SIGNIFICANT & be able to prioritize behaviors.
- You also need to be skilled at conducting assessments.
- You should accept as clients only those individuals or entities (agencies, firms, etc.) whose behavior problems or requested service are commensurate with your education, training, & experience.

example: If your surgeon is not great at surgery, you would not to him.her. Same with FBA's; you have to be skilled in conducting them before you pick up your scapel.
What is the Shape of Assessment?
- FUNNEL, because it's FUN!
- JK because it has a broad scope that narrows focus as you conduct the assessment process.
5 Phases of Assessment
(in sequential order, but often overlap)
1. Screening & general deposition
2. Defining & quantifying problems or desired achievement criteria
3. Pinpointing target behaviors to be treated
4. Monitoring progress - taking data
5. Following-up
Pre-Assessment Considerations
Need to ask: Who has the Authority, Permission, Resources & Skills to complete an assessment & intervene with the behavior?
(if you do not have any one of these, you cannot do the assessment.

You should obtain the client's or client-surrogate's approval in writing of the behavior assessment procedures before implementing them.
Indirect Assessment Measure
- Data obtained from recollections, reconstructions, or subjective ratings of events
- interviews
- checklists

WATCH OUT - Indirect measures:
- are not as reliable as direct descriptive methods
- should only be used as a supplement to other FBA methods.
- starts the hypotheses development process
Direct Measures
- provide information about a person's behavior as it occurs
- PREFERRED CHOICE over indirect measures
- tests
- direct observations
4 Ways to acquire information for assessment
HINT: COIT (come on it's theory)
1. Checklists
2. Observations
3. Interviews
4. Tests
Review Records & Data at the outset of the Case
- Review all records & available data (e.g., data collected from a previous agency, from teh school, etc.).
- This is part of your indirect FBA
Biological/Medical Variables that may be affecting the Client
- Rule out medical causes for problem behavior
- Refer client to undergo medical evaluation
- If biological/medical variables are affecting the behavior, then there may be NO need for behavior analytic services
- If NO biological/medical variables are affecting the behavior, then there may be a need for behavior analytic services.
- You should recommend seeking a medical consultation if there is any reasonable possibility that a referred behavior is a result of a medication side effect or some biological cause.
Conduct a preliminary assessment of the client in order to identify the referral problem
- There is a need for intervention & no identified medical causes... now what?
- Conduct an indirect assessment to start your identification & hypothesis process.

- Information is gathered "indirectly" via interviews, rating scales, screening forms, etc.

- When conducting a preliminary assessment of the client, ask yourself if there is a need for intervention:
1. Does the individual's behavior pose a danger to self or others?
2. Does the behavior affect the client's well being?
3. Does the behavior prevent the individual from accessing less restrictive environments in various settings?
- Is the client separated from same-aged peers?
- Is the client in jeopardy of lising placement?
4. How does the behavior compare to same-aged, typically developing peers?
Explain Behavioral Concepts Using Non-Technical Language
When speaking with others, you want to be careful about using very complicated, technical behavior-analytic language. People may not understand, technical behavior-analytic language. People may not understand what you are saying, so try to use language that is not too technical.
Describe & Explain Behavior.. including private events, in behavior-analytic (non-mentalistic terms)
- When conducting an assessment & talking to various people about the client, you should speak in behavioral language.
- Do NOT discuss the problems in mentalistic terms (He is aggressive because he as ASD)
- Why? Because speaking to others in mentalistic terminology does not offer a solution.
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