Content area
Full text
Abstract : The BCBA Task List (5" and 6" Edition) requires behavior analysts are familiar with multiple assessment methods, including tools to assess the function of problem behaviors and assess skill strengths and deficits. Although several studies exist on the assessment of functions using indirect functional assessments, descriptive functional assessments, and functional analyses, there is no comprehensive review and/or description of skill-based assessments used by behavior analysts. Based on literature and clinical practice, the current paper describes several skill-based assessments, including key features of the assessment, reliability and validity, and consideration for behavior analysts in their practice. Implications for practice and research are discussed.
Keywords: assessment; behavior analysts; practice; skill deficits; skill strengths
The Behavior Analyst Certification Board (BACB®) 5th Edition Task List under the Behavior Assessment content area requires behavior analysts be competent in conducting assessments of relevant skill strengths and deficits (BACB, 2017; F-4 & E-3). Also, the Ethics Code for Behavior Analysts (E-3; Assessing behavior) and the Personnel Supervision and Management (I-4; Train personnel to competently perform assessments and intervention procedures) areas require behavior analysts to be competent in all assessment procedures.
To assess clients, behavior analysts and their supervisees must be aware of options for behaviorally-based assessments when developing intervention plans. Further, the current BACB guidelines state behavior analysts should select and design assessments that use behavioral principles, are evidence-based, and meet diverse needs of clients (Ethics code 2.13; BACB, 2022). Researchers also emphasized behavior intervention goals should be derived from assessments to effectively target an individual's skill deficits (Padilla et al., 2023).
Correspondence concerning this article should be addressed to: Devender Banda, College of Education, Texas Tech University, 3002 18% St, Lubbock, TX 79409. Email: [email protected] Educators use several types of assessments, including standardized tests, curriculum-based measures (CBM), and criterion-based assessments. Standardized assessments follow a set of procedures for administration and scoring. They provide norm-referenced scores to compare the student to a large sample population for whom the test is designed (Cooper et al., 2020). These tests typically are administered by licensed school psychologists or clinical psychologists. Results from standardized assessments cannot provide sufficient information or create interventions for target behaviors (Cooper et al., 2020). However, they provide a broader understanding of student skills for program planning. CBMs are...