Behavioural assessment

Psychological behavioural assessment details about behavioural assessment

1. BEHAVIOURAL ASSESSMENT PRESENTED BY - Shreya

2. Behavioral assessment is a method used in the field of psychology to observe, describe, explain, predict and sometimes correct behavior. Behavioral assessment can be useful in clinical, educational and corporate settings. For example, Sara is five-year-old girl who has started getting into trouble at school. Meaning

3. Definition "Behavioural assessment is a set of method and concept derived from and closely tied from behavioural construct system " - Hayns,1984

4. Characteristics of behavioural assessment: * It is an assessment procedure derive from and closely link with Behavioural theory of psychopathology. * It is use to measure or evaluate concrete, identifiable and measurable behaviour. * It is a type of assessment procedure that evaluate the behavior of client in specific situation

5. 1. Prediction of Performance (Validity) There are many benefits of using behavioural assessments. One of these is their ‘predictive validity’, or the extent to which performance in the assessment predicts performance in a given job. 2. Positive Candidate Reactions Another benefit of behavioural assessment is that candidates can clearly see the link between the assessment and the job for which they are being evaluated. When candidates can see the relevance of an assessment, it leads to more favourable candidate reactions. Benefits of behavioural assessment

6. 3. C onfidence in Results The benefit of many behavioural assessments is that they are often conducted face-to-face. Remote ability testing (i.e. candidates complete tests in their own homes, not at a test centre) is now a very common way to screen applicants, especially in managerial or graduate roles. 4. Fairness (Adverse Impact) As well as better candidate reactions, behavioural assessment methods are found to be fairer thanalternative methods of assessment. This means that the outcomes are less likely to be biased in terms of gender, ethnicity or age.

7. Steps in Conducting an FBA



Step 1: Identifying the Problem

-It is always important to identify the behavior prior to conducting an FBA as well as defining the behavior. This facilitates measuring and recording the behavior. Cultural considerations are also important while assessing and identifying the displayed behavior. Observing the student objectively in different settings may be necessary to easily define the displayed behavior.

Step 2: Collect Information to Determine Function

-Collecting Direct and Indirect Measures of the Student behavior will assist in analyzing various forms of information gathered. This will help identify where, when, with whom, the conditions, where the certain behavior is most likely to occur.

8. Direct Assessment consist of observing the problem behavior and describing the environment/conditions where the behavior took place. Such as describing the event that are Antecedent (what occurred before), and the consequent (what occurred after). Direct and Indirect Assessment is a technique that is used with FBA. This technique can be used to collect the date with the use of a Scatterplot or ABC Observation form. The Scatterplot technique is used to identify the frequency patterns. The ABC Observation Form (Antecedent-Behavior-Consequence) is a system that provides organization of the displayed behavior. A sample of each of these forms is attached to the page. Indirect Assessment consists of the use of interviews, such as interviewing the parent, teacher, and others who have direct contact with the student. This method provides one with insight to the intention of the behavior from another perspective.

9. Step 3: Categorize the Behavior: Form a Hypothesis Once the behavior has been observed the most effective way in developing an effective intervention is to determine why the behavior is occurring. Forming a Hypothesis about the occurrence of the behavior is an important part in of FBA in creating a plan. There are three steps that one can take to form a hypothesis: 1. Function: In this step we want to determine why the student is demonstrating the behavior. It may be due to attention seeking or avoidance of something. 2. Skill Deficit: A student may be lacking certain academic skills to succeed in the classroom and does not know how to perform like the rest of his or her classmates. 3. Performance: A student may not like the subject but does know the subject matter and may lack motivation. Ultimately the hypothesis will provide the FBA team with a statement that defines the reasons for the displayed behavior as well as the student’s purpose for such manifestation of the behavior.

10. Step 4: P lanning Interventions After the behavior has been analyzed and hypothesized a plan is devised identifying the modifications that are needed to change or eliminate the behavior. This plan is called a Behavior Intervention Plan, which consist of accommodations needed for the change in the students displayed behavior. It also provides clear instructions for those who are implementing the plan to follow and monitor its effectiveness.

11. Step 5: Evaluating the Effectiveness of the Plan Data is used to collect and analyze the effectiveness of the intervention plan. The same steps used to collect data can also be used in this step. Observations are also used in this step to identify if the displayed behavior has discontinued or has been eliminated. At this step the data helps to identify if the intervention was in fact successful. If the intervention was not successful the team reevaluates the intervention as well as the behavior and modifies the intervention.

12. Behavioral assessment (BA) is a psychological product of the second half of the twentieth century whose development has been closely related to behavior modification and behavior therapy and, like them, has taken place in clinical settings. CONCLUSION

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