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Key Concepts and Definitions
Key Concepts and Definitions
Indirect Assessment
Information collected through interviews, checklists, or rating scales.
A parent completes a behavior rating scale.
Direct Observation
Behavior is recorded as it occurs using structured systems.
A teacher collects ABC data during class time.
Functional Analysis
Systematic manipulation of environmental variables to determine behavior function.
Therapist alternates attention, escape, and alone conditions.
ABC Data
Antecedent–Behavior–Consequence recording to identify behavior patterns.
Logging what happened before/after a tantrum.
Latency Recording
Measuring time between a given cue and the start of a behavior.
Recording how long it takes a student to start a task.
Topography
The physical form or shape of the behavior.
Hitting with a closed fist vs. open hand.
Ethical Considerations
Ethical Considerations
Always obtain informed consent before beginning assessments.
Use culturally appropriate tools and communication methods.
Assess only within your scope of competence, and consult if needed.
Ensure assessments are conducted in a dignified and respectful manner.
F.1 – Identify relevant sources of information in records
F.1 – Identify relevant sources of information in records
Behavior analysts should review existing documentation at the start of a case to gather background and contextual information.
Key info to include:
Types of records: educational reports, IEPs, psychological evaluations, speech/language assessments, medical history, previous ABA plans
Purpose: Identify previous diagnoses, interventions, family context, and service history
Helps streamline assessment and prevent redundancy
F.2 – Identify and integrate relevant cultural variables in the assessment process
F.2 – Identify and integrate relevant cultural variables in the assessment process
Ethical and effective assessment requires considering the client’s cultural, linguistic, and social context.
Key info to include:
Language and communication style
Family structure and decision-making norms
Values, beliefs, and traditions that influence behavior and learning
Avoiding biased tools and ensuring assessments are meaningful across cultures
F.3 – Design and evaluate assessments of relevant skill strengths and areas of need
F.3 – Design and evaluate assessments of relevant skill strengths and areas of need
ABA assessments must evaluate both deficits and strengths to guide intervention planning.
Key info to include:
Domains assessed: communication, social, adaptive, academic, motor, etc.
Tools: VB-MAPP, ABLLS-R, AFLS, PEAK, Essential for Living, custom skill probes
Data collection: baseline data, task analyses, skill inventories
Focus on ecological validity and alignment with client goals
F.4 – Design and evaluate preference assessments
F.4 – Design and evaluate preference assessments
Preference assessments identify stimuli that may serve as effective reinforcers.
Key info to include:
Types of preference assessments:
Single-stimulus
Paired-stimulus
Multiple stimulus with/without replacement (MSW/MSWO)
Free operant
Guidelines for choosing the type of assessment (based on skill level, attention span, etc.)
Importance of ongoing assessment (preferences can change)
Use of preference assessment data to strengthen motivation and learning
F.5 – Identify the contingencies governing behavior (e.g., attention, escape, tangible, automatic)
F.5 – Identify the contingencies governing behavior (e.g., attention, escape, tangible, automatic)
Behavior analysts must determine the function of behavior by identifying what reinforces it.
Key info to include:
Common functions:
Attention
Escape/Avoidance
Access to tangibles
Automatic/Sensory
Use of data from ABC recordings, interviews, and functional analysis to hypothesize function
Understanding function guides effective, ethical intervention selection
F.6 – Define behavior in observable and measurable terms
F.6 – Define behavior in observable and measurable terms
Behaviors must be described precisely for consistent data collection and analysis.
Key info to include:
Operational definitions are:
Observable (what can be seen/heard)
Measurable (can be counted or timed)
Clear and specific (avoids subjective terms like “angry”)
Example:
Poor: "The student is aggressive."
Improved: "The student hits others with a closed fist, making contact with their body."
F.7 – Design and implement individualized behavioral assessment procedures
F.7 – Design and implement individualized behavioral assessment procedures
Analysts must tailor assessment methods to meet the needs of each client.
Key info to include:
Choosing assessment methods based on:
Client age and ability
Setting (home, school, clinic)
Behavior topography and frequency
May include:
ABC recording
Scatterplots
Functional analysis
Task analyses
Ensure procedures are practical, ethical, and aligned with client goals
F.8 – Design and implement functional assessment procedures (indirect, descriptive, functional analysis)
F.8 – Design and implement functional assessment procedures (indirect, descriptive, functional analysis)
Comprehensive assessment involves selecting and conducting the right type of functional behavior assessment (FBA).
Key info to include:
Indirect assessments (interviews, rating scales)
Descriptive assessments (direct observation: ABC data, scatterplots)
Functional analysis (systematic manipulation of variables to test function)
Know when each is appropriate
Functional analysis provides the strongest evidence of behavior function, but may not always be feasible
F.9 – Interpret functional assessment results (e.g., functional relations, behavioral function)
F.9 – Interpret functional assessment results (e.g., functional relations, behavioral function)
Behavior analysts must accurately interpret assessment data to draw conclusions about the behavior's function.
Key info to include:
Use patterns from ABC data or FA results to confirm a hypothesis
Look for clear functional relations (e.g., behavior reliably occurs in escape condition)
Consider contextual variables and rule out competing hypotheses
Interpretation should guide function-based interventions
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