Assessment is more than the administration of tests. It involves the collection of a variety of data to answer questions that are important in terms of planning an intervention. Assessment involves making judgments about what data to collect and the methods of data collection to use. It involves the analysis and integration of the information in order to arrive at a judgment about potential courses of action.
Assessment can be a costly process because it is labour-intensive. A comprehensive assessment, especially in complex cases (low incidence handicaps, FAS/FAE, intellectual impairments, mental health challenges and serious behaviour disorders) can save time and energy in the long run. In such cases, the analysis and integration of information from a variety of sources (often the information is already available in the client's file) is the prelude to the collection of additional data. The end result of such an assessment is a clear direction for intervention with goals and strategies suitable for inclusion in an Individualized Education Plan (IEP) or Individualized Program Plan (IPP).
I design systems for school-wide and system-wide assessment of learning and behavioural problems. I develop pre-referral intervention approaches that schools can utilize to priorize cases for referral to specialists. I also provide professional development for special education teachers in assessment including the administration of both formal and informal tests.
I offer 4 major approaches to the assessment of individuals:
- Psychoeducational assessment - assessment of intellectual functioning and academic achievement
- Assessment of behaviour, including social skills
- Assessment of adaptive behaviour or life skills
- Functional behavioural assessment
Additional services offered at the conclusion of an assessment include:
- case coordination, including leading a team through the IEP process
- the development of IEPs or IPPs
- monitoring of interventions (via telephone or the Internet)
- continuing consultation (via telephone or the Internet).
I offer typical psychoeducational assessments, which include assessment of intelligence as well as achievement. I use both formal or standardized tests as well as informal assessment devices. This service is offered for school aged students between the ages of 6 and 16.
I conduct assessment of the behaviour of individuals (both children, youth and adults) with a wide range of presenting difficulties (Fetal Alcohol Spectrum Disorder, Autism Spectrum Disorder, Attachment Disorder, Conduct Disorder, Nonverbal Learning Disorders, Attention Deficit Disorders and Intellectual Impairments). I also perform analyses of problematic behaviour that occurs in groups of students (i.e. classes). These assessments rely on direct observation of the behaviour(s) of concern using techniques from applied behaviour analysis.
Each assessment is highly individualized and is designed according to the issues or problems identified by the client. As well as overt, acting out behaviours, I address such issues as lack of behavioural self-control, especially impulsivity, hyperactivity and restlessness.
I also address skill deficits such as social skills deficits and deficits in interpersonal skills. Input is sought from significant others (parents, teachers, administrators etc.) as appropriate. Information from such an assessment is used to plan an intervention.
Adaptive behaviour or life skills
I provide assessment of the level of adaptive behaviour or life skills for children, youth or adults with intellectual impairments and/or other exceptional needs. I use a combination of formal and informal assessment devices involving interviews with significant others and direct observation. Typical domains covered include personal management, care of the home, community and leisure skills, and, if appropriate, pre-employment and employment skills. This kind of assessment typically yields much detailed information about the level of adaptive functioning that is useful in the development of an intervention plan (IEP, IPP or Statement).
Functional behavioural assessment
I offer functional behavioural assessment for children, youth and adults with difficult-to-manage behaviour. The emphasis is on increasing positive or pro-social behavours rather than on punishment.
The goal of a functional behavioural assessment is to identify relationships between personal and/or environmental events and the occurence or non occurence of target behaviours.
Specific information is collected concerning the challenging behaviour and hypotheses about the function or purpose of the behaviour for the target individual are examined. Data are collected via a variety of indirect methods (interviews, rating scales, checklists), and also direct methods (anectodal records, frequency and duration counts, A-B-C records, scatter plots, and setting events records).
Hypotheses about the function of the challenging behaviour are confirmed or discomfirmed using functional behavioural analysis.
This form of assessment is extremely useful for individuals identified as Fetal Alcohol Spectrum Disorder, Autism Spectrum Disorder or for other individuals with behavioural challenges.
Steps in a functional behavioural assessment
Step 1 - Identify and define the target behaviour(s)
Step 2 - Identify events/circumstances regularly associated with the occurence/non-occurence of the challenging behaviour
Step 3 - Explore the potential function(s) of the behaviour
Step 4 - Generate hypotheses (best guesses based on data collected) about the relationship between the behaviour and the events and circumstances in the environment. This includes hypotheses about the potential function(s) of the behaviour for the individual.
Step 5 -Functional behavioural analysis in which the variables identified in the hypotheses are systematically manipulated.
Step 6 - Develop interventions utilizing information generated in the previous step. Focus on modifying events or circumstances associated with the undesirable behaviour AND teach desirable alternative behaviours to address the original function of the undesirable behaviour.
Professional development seminars in assessment
Topics include:
- administration of formal and informal assessment devices
- observing and recording behaviour
- analysis of challenging behaviour
- assessment of adaptive behaviour or life skills
- assessment of social-interpersonal skills
- screening for potential FASD