Assessments

FBAs are typically conducted if a learner displays behavior that interferes with their ability to acquire new skills, challenging behavior that impacts their participation in everyday life, or unsafe behavior.  These assessments seek to determine a likely purpose for the learner's behavior.  Most often these fall into one or more of the following functions:

1. Avoidance - escaping an aversive situation or condition

2. Attention - gaining the attention of another person

3. Access - getting a preferred tangible, edible or activity

4. Automatic - a sensory input that is desirable

The process of a typical FBA involves a review of prior records, interviews or questionnaires with caregivers and service providers, and direct observation across relevant settings with an analysis of the observations for patterns.  Occasionally, an experimental phase will be conducted in which a learner is exposed to contrived conditions that might motivate the behavior based on the four accepted functions of behavior.  Realistically, this is rarely a part of FBAs in applied settings.  However, if appropriate, a trial intervention based on the hypothesized function may be implemented on a short term to see if the desired impact on behavior results.

VB-MAPP (Verbal Behavior Milestones Assessment and Placement Program) - This assessment allows practitioners to quantify and track the development of crucial language, social, and behavioral skills that typically emerge between the ages of 0 and 4 years old. 

Essential for Living (EFL) - coming soon

Vineland - coming soon