Assessment

Initial Assessment

The initial assessment of our clients includes an interview with the primary caregivers of the client in order to gather past and current information in several different areas. These areas include: language and communication, social and play skills, self-help and daily living skills, maladaptive behaviors, self-stimulatory behaviors, academic behaviors, motivating reinforcers and interests of the client. The results of the initial interview will help our team develop an individualized program for the client.

Functional Behavioral Assessment (FBA)

The FBA is a systematic way of gathering pertinent information such as where (environment), when (time/events) and why (function) maladaptive or problem behaviors are exhibited by a client. The FBA also provides information on the events leading up to the behavior (antecedents) and the events that may be reinforcing the behavior to continue (consequence). Information may be gathered through three different approaches including: interviews with the people who have direct contact and knowledge of the client, direct observation and/or a functional analysis. The information that is collected through the FBA will allow our staff to decrease the maladaptive behavior aptly and increase appropriate replacement behaviors.

The Assessment of Basic Language and Learning Skills (The ABLLS)

The ABLLS was developed by James W. Partington and Mark L. Sundberg. It is an assessment, curriculum guide, and skills tracking system for children with language delays. It assesses skills across 25 categories with an emphasis on language skills and deficits. Examples of the categories are mands (requesting), tacts (labeling), intraverbals (conversation), fine motor, gross motor, and self-help skills. Other academic areas include: classroom routines, math, writing, reading and spelling. The assessment is done through direct evaluation of the child and parent report.

Psychoeducational Profile-3 (PEP-3)

The PEP-3 was developed by Division TEACCH clinicians and is a widely recognized assessment tool used to identify the learning strengths and weaknesses of children with autism spectrum disorder from 6 months to 7 years of age. The PEP-3 assesses children in the following domains: Behavior Scales (Relating, Materials, Sensory and Language), Imitation, Perception, Fine Motor, Gross Motor, Eye-Hand Integration, Cognitive Performance and Cognitive Verbal. The assessment is done through direct evaluation of the child.

Brigance Comprehensive Inventory of Basic Skills- Revised

The Brigance was developed by Albert H. Brigance and is intended for use with children in grades PK-9. This assessment allows our team to identify present levels of performance, link assessment to instructional planning, monitor and report progress. The criterion-referenced skill areas include: readiness, speech, listening vocabulary comprehension and functional word recognition. The normed/standardized skills areas include: general knowledge and language and gross motor skills. The assessment is done through direct evaluation and parent report.

Vineland Adaptive Behavior Scales

The Vineland is a semi-structured interview and questionnaire that was authored by Sara S. Sparrow, David A. Balla and Domenic V. Cicchetti and was intended for use with persons from birth to adulthood. This assessment tests in 5 specific domains: Communication, Daily Living Skills, Socialization, Motor Skills and Maladaptive Behavior. It is used for present levels of performance, program and treatment planning and progress reports.