F. Behavior Assessment

Question 1

Reviewing records

Answer 1

• Educational
• Medical
• Historical

Question 2

Educational Records

Answer 2

• Previous behavior intervention plans (BIPs)
• Accommodations and modifications that are in place
• Pattens of behavior in specific settings, at specific times, with specific people, etc.
• Speech therapy, occupational therapy, physical therapy, and other school-based rec

Question 3

Medical Records

Answer 3

• History of seizures (because epilepsy can greatly affect a person’s health and behaviors)
• Mental health diagnoses
• Medications that a client is currently on / has used in the past
• Medical equipment being used
• Other important medical diagnoses

Question 4

Historical Records

Answer 4

• Private therapies (speech, OT, PT, developmental, other early intervention services)
• Homeschool or private school documents

Question 5

Important steps behavior analysts can take to integrate a client’s cultural experience into assessment

Answer 5

• Really take the time to listen to what people are telling you – with their words and their actions
• Cultural competency- take time to understand a client’s culture in order to interact effectively
• Cultural humility- self reflect on our own assumptions about others’ cultures
• Cultural responsiveness- once you have an understanding of a client’s cultural experience, use that to make decisions

Question 6

Design and evaluate assessments of relevant skill strengths and areas of need

Answer 6

• Early Start Denver Model (ESDM)
• Verbal Behavior Milestones Assessment Placement Program (VB-MAPP)
• Promoting the Emergence of Advanced Knowledge (PEAK)
• Assessment of Basic Language and Learning Skills – Revised (ABLLS-R)
• Assessment of Functional Living Skills (AFLS)
• Socially Savvy

Skill strengths are things that a client does well, has already mastered, feels confident doing, etc.

Areas of need are things that a client wants to do better, has not yet accomplished, wants to
feel more confident while doing, etc.

Question 7

Indirect Assessments

Answer 7

• Ask others (caregivers, teachers, parents)
  what the person likes
• Examples: Interviews, questionnaires

Question 8

Direct (Free-Operant) Assessments

Answer 8

• Let the person freely interact with items and see what they choose and for how long

Question 9

Trial-Based Assessments

Answer 9

• Single Stimulus (SS)
• Paired Stimulus (PS)
• Multiple Stimulus without Replacement (MSWO)
• Multiple Stimulus with Replacement (MSW)

Question 10

Single Stimulus (SS)

Answer 10

• Present one item at a time and record approach or interaction
• Useful for learners who struggle with making choices

Question 11

Paired Stimulus (PS)

Answer 11

• Present two items at a time and ask the person to choose one
• Repeat until all item pairs have been tested

Question 12

Multiple Stimulus without Replacement (MSWO)

Answer 12

• Present several items at once; remove the selected item each time
• Repeat until all items are chosen

Question 13

Multiple Stimulus with Replacement (MSW)

Answer 13

• Present multiple items and replace the chosen item after each trial

Question 14

What is a Descriptive Assessment

Answer 14

• A type of functional behavior assessment (FBA)
• Involves direct observation of behavior in the natural environment
• No manipulation of variables (unlike functional analysis)
• Goal: Identify possible antecedents and consequences related to behavior

Question 15

Types of Descriptive Assessments

Answer 15

1. ABC Data Collection
2. Narrative Recording
3. Scatterplot Recording
4. Interval Recording (e.g., Partial/Whole/Time Sampling)

Question 16

ABC Data Collection

Answer 16

• Record the Antecedent, Behavior, and Consequence for each behavior event
• Helps identify patterns and triggers
• Can be structured (set times) or unstructured (open observation)

Question 17

Narrative ABC

Answer 17

Description before/after

Question 18

Continuous ABC

Answer 18

May not contain bx/consequence

Question 19

Narrative Recording

Answer 19

• Open-ended, continuous notes on behavior and context
• Flexible and detailed
• Can be hard to summarize or analyze consistently

Question 20

Scatterplot Recording

Answer 20

• Record when (time of day) and how often behavior occurs
• Helps identify patterns across time (e.g., morning vs. afternoon)
• Useful for identifying temporal patterns

Question 21

Interval Recording (e.g., Partial/Whole/Time Sampling)

Answer 21

• Divide observation into intervals and note whether behavior occurred
• Helpful for estimating frequency or duration across time
• Less detailed than ABC but easier to collect consistently

Question 22

Functional Analysis? (FA)

Answer 22

• A way to figure out why a behavior is happening
• You change what happens before or after a behavior to see what causes it
• Helps you learn the function of the behavior (what the person gets or avoids)

1. Attention
   * Does the behavior happen to get attention from others (like being talked to or looked at)?
2. Escape
   * Is the person trying to get out of something (like a hard task or demand)?
3. Access to items
   * Is the person trying to get something they want (like a toy, snack, or activity)?
4. Automatic (sensory)
   * Is the behavior happening because it feels good to the person (like hand-flapping or humming)?

Question 23

How Do We Test This?

Answer 23

• We set up short situations where we change what happens around the behavior
• In one session, we may give attention only when the behavior happens
• In another, we remove a task when the behavior happens
• In another, we give or take away a toy
• In the “control” session, we make everything easy and give attention and toys the whole time (to compare)

Question 24

What We Look For:

Answer 24

• We watch to see when the behavior happens most often
• If it mostly happens in the attention session, behavior is likely for attention
• If it mostly happens in escape, they’re likely trying to get out of something
• This tells us what function the behavior serves

Question 25

Why It Matters:

Answer 25

* Knowing the reason helps us create a better plan * We can teach a new behavior that gets the same result in a better way (like asking for help instead of screaming)

Question 26

Use what you learn from assessments to decide if:

Answer 26

* The person needs behavior-analytic services * Or if someone else (like a doctor or therapist) should help instead

Question 27

When behavior-analytic services might be needed

Answer 27

* The person is showing challenging behaviors (like hitting, yelling, or self-injury) * The person is missing important skills (like talking, following directions, or using the bathroom) * The behavior is being caused by things in the environment (escaping tasks, attention, or tangibles) * The person and their family are open to working on goals using behavior analysis

Question 28

When to refer to another professional:

Answer 28

When to refer to another professional: * The problem might be medical (like pain, sleep problems, or seizures) * The person is showing signs of mental health concerns (like anxiety, depression, or hearing voices) * The person needs help from another type of therapy (like speech, occupational, or physical therapy) * The person needs a diagnosis that only a licensed medical or mental health professional can give

Question 29

How to make a good decision:

Answer 29

* Look at all the data you have (observations, interviews, behavior tracking) * Check for patterns in when and why the behavior happens * Use facts and avoid guessing * Think about the whole picture, including home, school, health, and family * Make choices that are helpful, safe, and in the person's best interest

Question 30

After collecting assessment data, choose goals that:

Answer 30

* Matter to the client and their family * Improve their daily life * Respect their culture, background, and values

Question 31

How to do this

Answer 31

* Look at the data from interviews, observations, assessments, and behavior tracking * Ask: What skills or behaviors are most important for their safety, independence, or happiness? * Involve the client and caregivers in goal-setting—ask what they want to work on * Make sure goals are realistic, meaningful, and useful in everyday life * Consider the client's culture, language, values, and routines when choosing interventions * Avoid choosing goals just because they're common—make sure they're individualized Example: * Instead of teaching "eye contact" because it's typical, you might prioritize teaching the client to ask for help, say no, or make choices—if those are more meaningful and comfortable for them * If a client's family values independence in daily routines, you might focus on brushing teeth or making a snack