Educational and Psychological Assessment

Development of an intervention is the final step in the functional behavior assessment (FBA) process. In the completion of the FBA antecedent and reinforcing contingencies are identified which can be manipulated to prevent the behavior from occurring, remove reinforcement for engaging in the undesired behavior, or be utilized to reinforce alternate behaviors (Cooper, Heron, & Heward, 2007). An FBA is a necessary component of the intervention process in that it provides the necessary information with regard to the function of the behavior through the systematic manipulation of environmental variables thought to maintain the problem under controlled conditions; yielding a clear demonstration of the interaction between the independent variable

In the functional behavioral assessment (FBA) is used to address the components of the five components of the SMIRC. These is covered and explained well in the assumptions that taken in the assessment of the functional behaviors of individuals and the organism. These assumptions are:

The purpose of this work is to present a description of psychosocial assessment, the case study selected in this paper is from a client of the Dominican Development Center, the client had being through a very difficult situation in her life and volunteer to participate in this assessment. For the purpose of this case study the confidentiality of the clients was kept and for that reason the name of the client was omitted. The following sequence will be presented in this assessment, the presentation of the case study, the analysis of the elements of the best treatment plan, a theory will be presented to support the treatment plan and why the theorist was selected, and finally an empirical study will be shared on the theory presented.

Functional behavioral assessments have two major components, identifying and defining target behaviors as well as conducting behavior observations. The assessment should begin with indentifying and defining targeted behaviors and the best way to do that is to conduct a formal interview of the student. The interview should include family who are directly connected to the student's home life as well as the staff involved with the student. The interview should reveal important things like when does the behavior occur during the day, how frequently, what the behavior is receded by, what

In the model that Kentucky uses, all students fall into Tier 1 interventions as part of their general education curriculum. Students who are not making progress or exceeding standards fall into the Tier 2 targeted range and are in need of individualized interventions. Students who are not making progress or exceeding Tier 2 standards are in need of intensive Tier 3 interventions. If Tier 3 interventions are not working students are then evaluated for special education services.

Functional Behavioural Assessment, Functional assessment is a process for determining the function of the child/adult’s problem behaviour. Functional Assessment or Functional Behavioural Assessment (FBA) involves the collection of data, observations, and information to develop a

The reliability of an assessment in a perfect situation should produce the same results if marked by another tutor or if that examiner unknowingly receives the same paper again. If different marks are given the assessment is consequently unreliable and proves that this assessment is subjective.

These tiers develop school-wide, targeted and individualized interventions and supports to improve the school behavior culture. All students receive Tier 1 interventions, including students with emotional and behaviourial difficulties. Tier 2 interventions are targeted at students who are not responding to Tier 1 of support. These students usually have both academic and behavior difficulties and require additional support in other areas, for example social skills and self-management skills. Tier 3 interventions support students who have not responded to Tier 1 or Tier 2 interventions. Often students requested for this intervention will have a mental health disorder, serious emotional problems or significant behavioral

The assessment was conducted on a patient who was forty nine (49) years old bisexual, a white female and single, a Roman Catholic and who didn't have any child. Most importantly, this patient has worked with me for a period of one year from January 2010; therefore I have been seeing her every week for about fifteen minutes. The patient was given to me by one psychiatrist who came across her at event where the housing project was being commissioned to support Veterans. By that time ,the patient was suffering from Anxiety Disorder NOS and Depression NOS.

This is a developmental and biopsychosocial assessment of a three year old little girl. The assessment is gathering complete information from the Ages and Stages Questionnaires (ASQ) during an interview with the child and parent present. The ASQ evaluates communication, gross motor, fine motor, problem solving, and personal social development. The assessment includes development and clinical recommendations based upon outcome. The assessment identifies a strength and barrier in the child's life within the three dimensions and how this influences this writers development and clinical recommendations. This assessment discuss how the age of the child potentially influence the child's adaptation to any change or family transition and insight

Once it is determined that the behavior needs to be addressed in a more formal way, a Functional Behavioral Assessment will take place. A Functional Behavioral Assessment, or a FBA is "premised on a behavioral perspective, in which behavior, appropriate or challenging, is viewed as being driven by function" (Adams, 2009).

According to NCBI (2009), “the assessment interview is the beginning of the therapeutic relationship and helps set the tone for treatment”. As suggested by NCBI (2009), “the interviewer should explain the reason for and role of a psychosocial history”. This was a very important in the case of Virginia whom has never received counseling services before. The intern selected the Biopsychosocial Assessment which allowed for incorporating the tool’s questions into an easy conversation, while gathering pertinent info needed to assist the client in future sessions.

It is used to identify conditions or events in the natural environment that correlate with the problem behavior and can be done through structured and unstructured interviews, checklists, rating scales, questionnaires or tools such as FAST, MAS, QABF. These tools can be used to obtain information from people who are familiar with the individual (e.g. teachers, parents, caregivers, and/or the individual). An advantage of indirect FBA is its convenience. Indirect FBA can be a useful source of information in guiding subsequent, more objective assessments, and contribute to the development of hypotheses about variables that might occasion or maintain the problem behavior. A limitation of Indirect FBA is that informants may not have accurate and unbiased recall of behavior and the conditions under which it occurred. Little research exists to support the reliability of the information obtained from indirect assessment methods therefore are not recommended as the principal means of identifying the functions of

A functional behavior assessment is systematically completed in three consecutive steps. Initially, information is gathered through indirect assessments via interview, self reports, and those who know the person well. This serves to define the behavior, provide background information, as well as provide information about when the behavior is more likely or unlikely to occur and what environmental variables might influence its occurrence. After this is completed, the professional conducts a descriptive assessment during which observations are conducted in the natural environment as a step toward determining a true functional relationship between the behavior and controlling factors. This is done through the use of observational recording formats such as: ABC assessments, time sampling, interval recording and structured descriptive assessments. A functional analysis is the final part of the functional behavioral assessment during which the hypothesis is tested through the

In applied behavior analysis behaviorists use techniques such as functional behavior assessment (FBA), to create functionally-based interventions that target maladaptive behavior. The goal of an FBA is to identify the conditions that predict behavior and the consequences that maintain behavior (Carr et al., 2002). If the link between antecedent, behavior, and consequence can be established, it will be possible to alter a behavior by changing its predictive stimuli and maintaining consequences (Bender, 2015). After forming this link by collecting data, a behavior intervention plan (BIP) will be created to diminish problem behavior (Bender, 2015). This BIP must target the function of the behavior and