APPLIED BEHAVIORAL ASSESSMENT AND BEHAVIORAL INTERVENTION

Applied Behavioral Assessment in Dubai

The standardized assessments used by our ABA Clinical Director, Supervisors and Case Managers may or may not be used during the initial assessment. However, they will most certainly be used over the course of the ABA program.

When children engage in challenging behavior, a functional behavioral assessment (FBA) is required in order to assess the behavior and develop an appropriate Behavior Intervention Plan (BIP). At a minimum, the assessment will include a record review, parent/teacher interviews, and direct observations of your child. Providers may also use rating scales completed by parents and/or teachers. Finally, providers may complete a functional analysis where conditions are manipulated to assess how environmental changes affect your child’s behavior.

Formal assessments include the systematic presentation of items to determine if your child interacts with or engages with various stimuli. Informal assessments may be completed on a daily basis in order to determine how to best motivate your child to work. The provider may simply watch how your child uses toys and which toys your child gravitates toward during free play. Providers may also ask you to limit your child’s access to highly preferred toys and activities to keep him/her interested in them during therapy.

Functional Behavior Assessment (FBAs) and Behavior Support Plans (BSPs)

When a student’s behavior disrupts classroom instruction, teachers often address the problem by manipulating events that follow the misbehavior (e.g., verbal reprimands, isolation, detention, suspension). Experience has shown that this approach fails to teach the student acceptable replacement behaviors (i.e., behaviors that are expected and appropriate for the circumstances). The student may respond to the consequences for the moment, but in many instances, what has been absent is a method for determining “why” the student misbehaved in the first place. Today, there is good reason to believe that the success of classroom behavior interventions hinges on identifying the likely causes and purposes of problem behavior, as well as finding ways to teach and promote appropriate replacement behaviors that serve the same “functions” as the inappropriate behaviors.

Packages include Assessment, Reports, Training and follow up school visits.