Behavioral Assessments provide a thorough assessment of an identified behavior, including analysis of the interrelatedness of antecedent “triggers,” components of the behavior itself, and consequences of the behavior. Reinforcing factors are identified and recommendations are made for behavior change.
Behavioral assessment involves observing or otherwise measuring a person’s actual behavior—in other words, what they actually do—in one or more settings where the person is experiencing some sort of behavioral difficulty. Once the behavior is defined and measured, careful consideration is given to different factors that may be reinforcing and maintaining the behavior.
Finally, a detailed plan containing strategies for changing or replacing the behavior is generated. Behavioral assessment typically involves one or more interviews and observations, and may involve various formal and informal assessment measures as needed.
Behavioral assessment generally falls within two broad categories: clinical behavioral assessment, and functional behavioral assessment. Clinical behavioral assessment is usually conducted for problems exhibited in home, school, work, or other settings, and is usually produced to provide a clear intervention plan for therapists, case managers, family members, or others who work with the person being evaluated. CEH clinicians are well-skilled to provide these kinds of evaluations and plans.
Functional behavioral assessment, or FBA, is usually conducted by a school system whenever there are concerns that a student with a disability or who is suspected of having a disability is demonstrating inappropriate behaviors. School districts are required by law to produce FBAs under these circumstances as part of the Individuals with Disabilities Education Act, or IDEA. Beyond these legal requirements, FBAs have many similarities to clinical behavioral assessments, with the notable exceptions that FBAs are more limited in scope, depth, and applicability. CEH clinicians are available as consultants for the construction of FBAs, as well as expanding behavioral assessments to areas and settings not addressed by the FBA.