Core Behavioral Solutions

Assessment

Below is a brief summary of assessments we offer. 

Results of all evaluations can be used to inform the development of goals and objectives in a student’s Individualized Education Program (IEP). Examiner will present results and recommendations to IEP team.

 

Assessment

Purpose

Outcome

Functional Behavioral Assessment (FBA)

Problem solving process to formulate a hypothesis regarding the function of an identified maladaptive behavior.

  • Objective definition of behavior(s) of concern.
  • Detailed summary of direct and indirect measures of assessment.
  • Identification of antecedent variables hypothesized to  relate to behavior(s) of concern.
  • Identification of maintaining variables hypothesized to  relate to behavior(s) of concern.
  • Recommendations for goals and  intervention related to behavior(s) of concern.

Behavior Intervention Plan

Outlines accommodations, antecedent supports, skills to be developed and consequence systems to address findings of the functional behavior assessment.

  • Summary of findings of FBA
  • Detailed recommendations for antecedent supports and accommodations.
  • Detailed recommendations regarding skills that need to be taught.
  • Detailed recommendations on positive behavior supports to increase skill performance.
  • Reactive plan that outlines how adults should handle occurrences of problem behavior.

Behavior Support Plan

To provide general recommendations to support student in his or her environment.

Based on informal assessment and series of observations. NOT based on formal FBA!!!

  • Identification of behaviors of concern/ in need of support.
  • Goal statements regarding replacement behaviors.
  • Recommendations for antecedent supports and accommodations.
  • Recommendations regarding skills that need to be taught.
  • Recommendations on positive behavior supports to increase skill performance.

 

Academic/Educational Testing

To assess a student’s current level of need in the area of academics to assist the IEP team in the development of appropriate goals and objectives.

  • Summary of student’s performance on academic testing.
  • Recommendations for goals and objectives based on student’s present levels of performance.

Transition Assessment

To assess a student’s strengths and needs in the areas of education, employment and independent living. Results can be used to develop a student specific transition plan.

  • Summary of findings from assessment.
  • Recommendations regarding areas of instruction and development to support student’s transition from school to adulthood.

Adaptive Behavior Evaluation

Evaluates a student’s ability to function independently in his/her environment meeting current and future environmental demands. This can include areas of production (specific skills sets) navigation (ability to independently respond to environment) and social skills (skills to navigate interpersonal environment).

  • Summary of findings from assessment tools.
  • Detailed recommendations regarding areas of instruction to support student’s adaptive behavior development.

In Home Training Evaluation

To evaluate the need for in home training per the autism supplement. Assesses the student’s generalization of skills between  home and school environments.

  • Summary of findings from assessment tools.
  • Recommendations on which skills may require facilitation for generalization between home and school.

Social Skills Evaluation

To assess student’s strengths and unique areas of need related to social emotional skills including language, responsiveness, skill fluency,

  • Summary of findings from assessment tools.
  • Recommendations on goals and objectives in the area of social emotional skills.
  • Recommendations on strategies to teach skills and facilitate generalization.

Communication Skills Evaluation

To evaluate a student’s functional use of language. Identify areas of strength and need related to different forms of expressive and receptive language.

  • Summary of findings from assessment tools.
  • Recommendations on goals and objectives in the area of communication skills.
  • Recommendations on strategies to teach skills and facilitate generalization of communication skills.

Assistive Technology Evaluation

To assess the need for the use of high or low tech assistive technologies to support an individual in their home, school or work environment.

  • Summary of findings from assessment tools.
  • Recommendations on adaptations and assistive technology supports in the individual’s environment.

 

 

Assessment tools may include:
  • Records Review
  • Observation and Data Collection

 

  • Structured Interviews
  • Checklists or Rating Scales

 

  • Informal assessment (Probes)
  • Formal Norm or Criterion Referenced assessments

 

 

For more information or to schedule a consultation please email info@corebehavior.com !

 

 

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