BCBA Task List I Assessment With Complete Questions and
Answers
4 Phases of Intervention (A PIE) - ANSWER Assessment
Planning
Implementation
Evaluation
Assessment (Functional Behavior Assessment-FBA) - ANSWER A systematic
method for obtaining information about the FUNCTION challenging behaviors
serve for an individual.
What else does an FBA do? - ANSWER Allows us to make empirically-based
hypotheses fro WHY behaviors occur.
Methods used in FBA - ANSWER Direct observations, interviews, checklists,
and tests to identify targets for behavior change.
How does an FBA help with intervention? - ANSWER Discovers resources,
assets, significant others, competing contingencies, maintenance and
generalization factors, and potential reinforcers/punishers that my be included in
the intervention plan.
Purposes of Assessment - ANSWER Identifies and defines targets for
behavior change.
Guides us to create effective and positive interventions.
Ethics Devil Warning: Assessments - ANSWER You have to choose the
RIGHT BEHAVIORS for assessment, so you need to know what is SOCIALLY
SIGNIFICANT and be able to prioritize behaviors.
Skilled at conducting assessments.
Accept as clients only those individuals or entities whose behavior problems or
requested service are commensurate with your education, training, and
experience.
5 Phases of Assessment - ANSWER 1. Screening and General Deposition
,2. Defining and quantifying problems or desired achievement criteria
3. Pinpointing target behaviors to be treated
4. Monitoring Progress
5. Following-Up
Ethics Devil Warning: Pre-Assessment Considerations - ANSWER Before
conducting assessment, ask critical questions: Who has the Authority, Permission,
Resources, Skills to complete an assessment and intervene with the behavior?
Also, obtain the client's or client-surrogate's approval before implementing them.
Indirect Assessment Measures - ANSWER Data obtained from recollections,
reconstructions, or subjective ratings of events. (interviews, checklists)
Direct Assessment Measures - ANSWER Provide information about a
person's behavior as it occurs.
PREFERRED CHOICE over indirect measures. (Tests, direct observations)
4 Ways to Acquire Information for Assessments (COIT) - ANSWER Checklists
Observation
Interviews
Tests
Checklists - ANSWER Likert scales
Alone or with interview rating scales
Asks about antecedents and consequence of the target behaviors.
PUBLISHED SCALES: Child Behavior Checklist (CBCL), Adaptive Behavior
Scale-School (ABS-S), Adaptive Behavior Scale-Residential and Community
(ABS-RC)
Observation (Direct Observation) - ANSWER Direct and repeated in the
natural environment
Identifies potential target behaviors.
Preferred method.
, Interviews (Structured Behavioral Interviews) - ANSWER First step in
identifying list of behaviors, which can be used later in direct observation.
Interview (The individuals) - ANSWER Ask "What", "When", "etc. questions.
DO NOT ASK "WHY".
Identify the primary concerns of the individual.
You can give the individual questionnaires or have them record self-monitoring
data.
Interview (Significant others) - ANSWER Sometimes one cannot interview
the individual directly or one needs information from important others (e.g.,
parents)
Interviewing significant others if a great way to assess the participation of
significant others in your intervention plan.
Tests (Standardized Tests) - ANSWER Many published standardized tests
exist.
Consistent administration is key: Each time a standardized test is administered,
the same questions and tasks are presented in a specified way and the same
scoring criteria and procedures are used.
Most standardized tests do NOT work well with FBA because results are not
translated directly into target behaviors.
Anecdotal Observation (ABC Recording) - ANSWER Basic from of direct
observation.
Temporally sequenced description of behavior patterns.
Requires total attention of observer for at least 20-30 minutes continuously.
Not good option for classroom teacher.
Do NOT write interpretations; only what is observable and measurable.
Carry out for several days so reactivity effects can decrease.
Review records and data - ANSWER Review all records and available data
(data collected from previous agencies, school, etc.)
This is part of your INDIRECT FBA.
Answers
4 Phases of Intervention (A PIE) - ANSWER Assessment
Planning
Implementation
Evaluation
Assessment (Functional Behavior Assessment-FBA) - ANSWER A systematic
method for obtaining information about the FUNCTION challenging behaviors
serve for an individual.
What else does an FBA do? - ANSWER Allows us to make empirically-based
hypotheses fro WHY behaviors occur.
Methods used in FBA - ANSWER Direct observations, interviews, checklists,
and tests to identify targets for behavior change.
How does an FBA help with intervention? - ANSWER Discovers resources,
assets, significant others, competing contingencies, maintenance and
generalization factors, and potential reinforcers/punishers that my be included in
the intervention plan.
Purposes of Assessment - ANSWER Identifies and defines targets for
behavior change.
Guides us to create effective and positive interventions.
Ethics Devil Warning: Assessments - ANSWER You have to choose the
RIGHT BEHAVIORS for assessment, so you need to know what is SOCIALLY
SIGNIFICANT and be able to prioritize behaviors.
Skilled at conducting assessments.
Accept as clients only those individuals or entities whose behavior problems or
requested service are commensurate with your education, training, and
experience.
5 Phases of Assessment - ANSWER 1. Screening and General Deposition
,2. Defining and quantifying problems or desired achievement criteria
3. Pinpointing target behaviors to be treated
4. Monitoring Progress
5. Following-Up
Ethics Devil Warning: Pre-Assessment Considerations - ANSWER Before
conducting assessment, ask critical questions: Who has the Authority, Permission,
Resources, Skills to complete an assessment and intervene with the behavior?
Also, obtain the client's or client-surrogate's approval before implementing them.
Indirect Assessment Measures - ANSWER Data obtained from recollections,
reconstructions, or subjective ratings of events. (interviews, checklists)
Direct Assessment Measures - ANSWER Provide information about a
person's behavior as it occurs.
PREFERRED CHOICE over indirect measures. (Tests, direct observations)
4 Ways to Acquire Information for Assessments (COIT) - ANSWER Checklists
Observation
Interviews
Tests
Checklists - ANSWER Likert scales
Alone or with interview rating scales
Asks about antecedents and consequence of the target behaviors.
PUBLISHED SCALES: Child Behavior Checklist (CBCL), Adaptive Behavior
Scale-School (ABS-S), Adaptive Behavior Scale-Residential and Community
(ABS-RC)
Observation (Direct Observation) - ANSWER Direct and repeated in the
natural environment
Identifies potential target behaviors.
Preferred method.
, Interviews (Structured Behavioral Interviews) - ANSWER First step in
identifying list of behaviors, which can be used later in direct observation.
Interview (The individuals) - ANSWER Ask "What", "When", "etc. questions.
DO NOT ASK "WHY".
Identify the primary concerns of the individual.
You can give the individual questionnaires or have them record self-monitoring
data.
Interview (Significant others) - ANSWER Sometimes one cannot interview
the individual directly or one needs information from important others (e.g.,
parents)
Interviewing significant others if a great way to assess the participation of
significant others in your intervention plan.
Tests (Standardized Tests) - ANSWER Many published standardized tests
exist.
Consistent administration is key: Each time a standardized test is administered,
the same questions and tasks are presented in a specified way and the same
scoring criteria and procedures are used.
Most standardized tests do NOT work well with FBA because results are not
translated directly into target behaviors.
Anecdotal Observation (ABC Recording) - ANSWER Basic from of direct
observation.
Temporally sequenced description of behavior patterns.
Requires total attention of observer for at least 20-30 minutes continuously.
Not good option for classroom teacher.
Do NOT write interpretations; only what is observable and measurable.
Carry out for several days so reactivity effects can decrease.
Review records and data - ANSWER Review all records and available data
(data collected from previous agencies, school, etc.)
This is part of your INDIRECT FBA.
