Behavioral

Assessment
What is Behavioral Assessment?

• An assessment approach that focuses on the interactions between situations and behaviors
for the purpose of effective behavioral change.

How does it differ from Traditional Assessment?

1. Behavioral Assessment emphasizes direct assessments (naturalistic

observations) of problematic behavior, antecedent (situational)conditions, and
consequences (reinforcement).

2. It has a central feature namely the functional analysis, in where careful analyses are
made of the stimuli preceding a behavior and the consequences following from it to
gain a precise understanding of the context and causes of behavior.

3. It is an ongoing process, occurring at all points throughout the treatment.

The main tool of behavioural assessment is functional analysis.
In Behavioural Assessment Behavioural problems were to be defined through the triple response
mode
— motor
Cognitive
TRIPLE RESPONSE
physiological

MOTOR
PHYSIOLOGICAL

COGNITIVE
 Behavioral Assessment Methods
Behavioral Interviews
• Interviews conducted for the purpose of identifying a problem behavior, the situational factors
that maintain the behavior, and the consequences that result from that behavior.

• Behavioral Interviews are used to obtain a general picture of the presenting problem and of
the variables that seem to be maintaining the problematic behavior.
Observation Methods
• A primary technique of behavioral assessment. It is often used to gain a better understanding
of the frequency, strength, and pervasiveness of the problem behavior as well as the factors
that are maintaining it.

• It provide the clinician with an actual sample (rather than a self - report) of the problematic
behavior.
 Observation Methods
Naturalistic Conditions
• Behavior typically and spontaneously occurs.
Home Observation
• Behavioral Coding System (BCS) developed by Patterson (1977) and his colleagues R.R. Jone, Reid, &
Patterson (1975). This observational system was designed for use in the homes of pre – delinquent boys
who exhibit problems in the areas of aggressiveness and non – compliance.
School Observation
• Achenbach’s (1994) Direct Observation Form (DOF) of the Child Behavior Checklist. It is used to
assess problem behaviors that may be observed in school classrooms or other settings.
Hospital Observation
• Time Sample Behavioral Checklist (TSBC) developed by Gordon Paul and his associates (Mariotto &
Paul, 1974). It is a time – sample behavioral checklist that can be used with chronic psychiatric patients.
Time – sample means that observations are made at regular intervals for a given patient.

Controlled Conditions
• Simulated or contrived conditions. The environment is designed to such that it is likely that the
assessor will observe the targeted behavior or interactions.
Controlled Performance Technique

• An assessment procedure in which the clinician places individuals in carefully

controlled performance situations and collects data on their performance/behaviors,
their emotional reactions, and/or various psycho physiological indices.

Self - Monitoring

• An observational technique in which individuals observe and record their

own behaviors, thoughts, or emotions (including information on timing,
frequency, intensity and duration),

• Clients are asked to maintain behavioral logs or diaries over some

predetermined time period.
 Role – Playing Methods
• A technique in which patients are directed to
respond the way they would typically
respond if they were in a given situation. The
situation may be described to them, or an
assistant may actually act the part of another
person.
Cognitive – Behavioral Assessments
• An assessment approach
recognizing that the person’s
thought or cognitions play an
important role in behavior.
 Process of Behavioural Change:

Assessment

Treatment

Evaluation