Basic Language Assessment

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In order to be able to know how to work effectively with a learner, an accurate assessment must be completed. Due to the importance of the skill for all BAs, various assessments were practiced and completed frequently. The practice allowed me to identify potential reinforcers, functions of behaviors, and strengths and challenges of learners’ skills.
A skills assessment was conducted in SPE 569. Assessments of skills are necessary to identify areas of strength and needs, and develop effective teaching strategies to address the needs. This assignment reviewed two assessment tools, Assessment of Basic Language & Learning Skills (ABLLS-R) found on the partingtonbehavioranalysts website and Verbal Behavior Milestones Assessment
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In the assignment, I used indirect assessment which consisted of interviewing the parents, but this can also be accomplished by using behavioral rating scales or checklists with individuals closest to the learner. Valuable information can be obtained from parents regarding incidents that may occur the night before school, interruptions to the morning routine, or even medication refusals. According to Cooper and colleagues, this information could have a significant impact on the learner’s behavior, but would have remained unknown if indirect assessments were not included in the FBA (2007). Mayer, Sulzer-Azaroff, & Wallace also pointed out that while indirect assessments can be quite useful, they cannot be used solely to gather information since they are subjective (2014). A descriptive assessment is also used and consists of observing the learner in his natural environment, and collecting data on the antecedents, behavior, and consequences (ABC). This assessment provided helpful information as the function of the behavior was trying to be identified. Lastly, functional analysis uses the environmental conditions that are present during the occurrences of the target behavior through a manipulation of the conditions to demonstrate the function of behavior. These are reflected in guidelines 3.0: Assessing Behavior and 3.01: Behavior-Analytic Assessment (Behavior Analyst Certification Board, …show more content…
The use of this learning tool allowed for the observation of the target behavior, instead of simply creating a hypothetical situation. This exercise demonstrated the need to pay close attention to the environment as I documented and clearly described the antecedents, behavior, and consequences. This was in alignment with task list item I-02: Define environmental variables in observable and measurable terms (Behavior Analyst Certification Board,

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