Behavioral Assessment

Theoretical Foundations of BA

BA is based on three basic behavioral principles. First, emphasis is on observable behaviors that are emitted or displayed by the student. Depending on the behavior and the question being addressed, one or more specific behavioral dimensions are considered: frequency, duration, rate, latency, intensity, and topography. Second, emphasis is on the context in which observable behavior is observed. In particular, stimulus events that precede (i.e., antecedent triggers and setting events) and follow (i.e., consequence reinforcers and aversives) are examined, and statements (testable hypotheses) are developed and tested to describe the relationship between behavioral events and these context variables. Finally, intervention plans are based on the development of planned manipulations that consider the functions of these context variables (antecedents and consequences).

The Basic Tools of BA

BA information is obtained directly or indirectly. Direct methods involve observations and assessments that are conducted as the behavioral events are occurring: (a) direct observation and (b) permanent product. In contrast, indirect methods involve collecting information after behavioral events have occurred: (a) questionnaires and rating scales, (b) interviews, (c) records review, and (d) permanent products. The choice and selection of the type of BA method and tool will depend on the availability of opportunities to conduct objective and relevant assessments and the types of questions being asked.

Questionnaires typically involve collecting written information from individuals who previously (indirect) have seen or experienced the behaviors of concern. Norm-referenced or standardized questionnaires generally are preferred because collected data can be more defendable. However, specific questionnaires can be created to address specific questions or concerns. Questionnaires frequently take the form of behavioral rating scales; for example, the Achenbach Child Behavior Checklist, Walker-McConnell Rating Scale, Social Skills Rating Scale, and Connors Rating Scales. Because they are indirect BA methods, questionnaire results should be obtained from a variety of informed [Page 1171]sources (e.g., parents, teachers, self-report) and supplemented by information from other BA methods.

Interviews also involve collecting information from individuals who have seen or experienced the behaviors of the student or individual; however, they emphasize a question-asking discussion between an interviewer and interviewee. Interviews are indirect in that information is obtained from the interviewee after the behaviors have occurred. Interviewees should be individuals who have had repeated experiences with the student. Interviews can be structured, unstructured, or both. Structured interviews typically comprise specific, prearranged stimulus questions, sometimes involving the use of scripted, published interview instruments. The more structured the format, the more opportunities there are for comparing information between and within individuals. For example, functional behavioral information can be collected with structured interview instruments (e.g., Functional Assessment Interview, Functional Assessment Checklist for Teachers and Staff). Interviewees are asked to recall information about what the problem behavior looks like, when during the day the target behaviors were more or less likely to be observed, and what antecedent and consequence events typically are associated with the behavioral events. Unstructured followup questions can follow structured questions so that additional information or details may be obtained.

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