Methods of Data Collection for Behavioral Assessment

Methods of Data Collection for Behavioral Assessment

There are three primary methods for collecting and conducting functional behavioural Assessments. These methods are indirect, direct observation, and experimental. Nonetheless, other collection methods include interviews, referral information, and school records, which will be discussed in this assignment.

The first method is the indirect method. It refers to collecting information about the learner and the learner’s problem behaviour from persons having direct contact with them or knowing the student too well. These methods include completing rating scales and interviews (Yell et al., 2013). It is an important method because it can gather a vast amount of information in a short span by reviewing varied sources of existing data.

The second method is direct observation, which entails validating and clarifying the summary hypothesis statement by directly observing the target learner’s behaviour in an appropriate environment. This method includes A-B-C relationship observations (Yell et al., 2013). The indirect method offers reliable data on the antecedents and repercussions typically linked with the problem behaviour under normal circumstances because they rely not on subjective interpretations or memory but on what is observed and recorded. Data sources are from physical behaviour observations that are recorded.

The third method is the experimental method, which gathers information to validate and develop summary hypothesis statements about the association between environmental activities and problem behaviour. Its benefit is that it systematically influences the antecedent’s repercussions or both to test their relationship directly with the problem behaviour in question (Yell et al., 2013). The possible data sources are experiments, research, school records, and checklists.

The other method is interviews. An interview is an indirect method of collecting behavioural assessment information; it is where an educator decides to interview a student to find the foundational understanding of the problem behaviour and its environmental antecedents, consequences, and activities. The data source is from questions and answers provided by the interviewer. It can also be a form to be filled out. The benefit is that it offers accurate screening and captures both a person’s behaviour and emotions.

The last method is referral information and school records. This entails gathering information from a learner’s tutor or tutors who have referred the learner for special education or consultation. The data should include the learner’s current placements, teachers, and their reasons for referral, grade, and age (Yell et al., 2013). The benefit of this method is that school records can aid in collecting data about severe to low-frequency problem behaviours like property destruction and fighting, which are never amenable to other FBA methods. Data sources include school files and records.

Reference

Yell, M. L., Meadows, N. B., Drasgow, E., & Shriner, J. G. (2013). Evidence-Based Practices for Educating Students with Emotional and Behavioral Disorders. Boston, MA: Pearson.

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Methods of Data Collection for Behavioral Assessment

Describe the five data collection methods for behavioural assessment described in this chapter that can contribute to the multi-factor approach. Include the benefits and possible data sources (from whom you can collect the data) for each of the five types.