Abstract
Challenging behaviors are common in individuals with a number of different developmental disabilities. These challenging behaviors can upset an individual’s social, occupational, or academic daily functioning. When mental health professionals examine these individuals’ challenging behaviors, it is important to gather information about the topography, frequency, duration, intensity, and potential functions of the behavior. Functional behavior assessment includes three main types of assessment: standardized assessment, descriptive assessment, and functional analysis. Standardized assessment, also known as informant-based assessment, involves the administration of measures in which parents, teachers, direct care staff, or other caregivers provide information about the individual’s behavior. There are numerous standardized assessments available for gathering descriptive qualities of the individual’s behavior as well as information for pretreatment functional assessment, which will be discussed in the chapter. In descriptive assessment, clinicians assess circumstances in which the behavior occurs by observing the individual in their natural setting and recording events that precede and follow behavior. Descriptive assessment methods, such as event recording (e.g., contingency event recording, continuous event recording) and time sampling, will be discussed. Since functional analysis is a complex procedure requiring specialized training, an entirely separate chapter is dedicated to this topic (see Chap. 9).
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Abbreviations
- ABC:
-
Aberrant Behavior Checklist
- A-B-C:
-
Antecedent-Behavior-Consequence
- ADHD:
-
Attention-deficit/hyperactivity disorder
- ADI-R:
-
Autism Diagnostic Interview-Revised
- ASD-BPA:
-
Autism Spectrum Disorders-Behavior Problems for Adults
- ASD-CA:
-
ASD-Comorbidity for Adults
- ASD-DA:
-
ASD-Diagnosis for Adults
- ASD-PBC:
-
Autism Spectrum Disorders-Problem Behavior for Children
- ASDs:
-
Autism spectrum disorders
- BISCUIT-Part 3:
-
Baby and Infant Screen for Children with aUtIsm Traits-Part 3
- BPI-01:
-
Behavior Problems Inventory
- C-SHARP:
-
Children’s Scale of Hostility and Aggression: Reactive/Proactive
- DAS-B:
-
Disability Assessment Schedule for Problem Behaviors
- DBC:
-
Developmental Behavior Checklist
- DDs:
-
Developmental disabilities
- EFA:
-
Experimental functional analysis
- FAC:
-
Functional Analysis Checklist
- FACT:
-
Functional Assessment for multiple CausaliTy
- FAIF:
-
Functional Analysis Interview Form
- FAOF:
-
Functional Assessment Observation Form
- ID:
-
Intellectual disability
- MARS:
-
Motivation Analysis Rating Scale
- MAS:
-
Motivation Assessment Scale
- MTS:
-
Momentary time sampling
- NCBRF:
-
Nisonger Child Behavior Rating Form
- PDDBI:
-
Pervasive Developmental Disorder Behavior Inventory
- PTS:
-
Partial-interval time sampling
- QABF:
-
Questions About Behavioral Function
- RBS-R:
-
Repetitive Behavior Scale-Revised
- RSMB:
-
Reiss Screen for Maladaptive Behavior
- SBS:
-
Stereotyped Behavior Scale
- SIB:
-
Self-injurious behavior
- WTS:
-
Whole-interval time sampling
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Belva, B.C., Hattier, M.A., Matson, J.L. (2013). Assessment of Problem Behavior. In: Reed, D., DiGennaro Reed, F., Luiselli, J. (eds) Handbook of Crisis Intervention and Developmental Disabilities. Issues in Clinical Child Psychology. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-6531-7_8
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