Assessment

 

Functional Behavior Assessment

Types of Assessments

The assessment process for each and every client we serve is crucial to creating the most appropriate program and behavior intervention for your child.  Our certified staff at Wickett Behavioral Solutions conduct the following types of assessments:

  • motivation and preference assessments will be conducted during the assessment process for all clients- these allow us to understand what we can use to motivate your child (e.g., playing video games) to do things they don’t want to do (e.g., homework)
  • assessments for specified concerns of typical child development (e.g., sleep problems, toilet training, picky eating, sibling rivalry)
  • early intervention autism spectrum disorder assessments
  • functional behavior analyses for behavior challenges
  • school assessments
  • The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP; Sundberg, 2008) will be used for any language and communication concerns

Rationale for Assessments

In order to work on behavior challenges and teach positive skills, the assessment team needs to identify what the excess behaviors may be, what the deficit skills may be, why the child is engaging in the behavior challenges, and what support others in the child’s life may be able to provide.  Goals are developed based on this analysis and treatment is based these goals.

Funding for Assessments

Funding will vary for the type of assessment provided.  We are contracted with various health insurance companies which fund for autism spectrum disorder assessments, are in the process of becoming NPA certified in order to work with local school districts, and we have various plans for private family funding.  Please submit an intake form (Intake template) and our team would be happy to help with your funding source.

Assessment Process

Below is a brief summary of the steps that you can expect during the assessment process for your child.

  • Interview: Our staff will meet and talk with parents, caregivers, teachers and/or other service providers about concerns as well as strengths that your child has.
  • Direct Observation: We observe the child in his or her natural environment without us interacting so that we can attempt to observe positive skills, challenging behaviors, and deficit areas without our influence.
  • Direct Testing: We will directly test developmental skills in the areas of concern and other areas the assessor deems necessary to support positive programs related to the child’s development.  Areas we may assess include but are not limited to language and communication, social/play, self-help skills, community skills, and school-readiness.
  • Direct Manipulation of Behavioral Variables:  This part of the assessment helps the assessor identify the reasons for why your child may engage in challenging behaviors.  It is often called an FBA, or Functional Behavior Analysis.  The assessor will set up situations that parents and teachers believe lead to challenging behaviors; when challenging behaviors occur the assessor will provide reinforcers that are thought to support these behaviors.  This allows the assessor to measure the frequency of behaviors during the varied conditions, identify the reasons for the challenging behaviors, and develop goals for behavior staff, parents and/or teachers to work on to improve positive behaviors.
  • Paperwork: Our assessors will need parents and/or teachers to fill out parent rating forms so we can get information surrounding skills and deficits from the perspective of the most important people in the children’s lives- the parents and/or teachers.  Such paperwork may also include answering questions about why challenging behaviors occur.
  • Write-Up: Our assessors will complete a detailed assessment report which will include a description of the assessment, the results, goals, and recommendations for services.  This will be thoroughly reviewed with the family and/or school, and given to funding sources to approve services.