Applied behavior analysis relies on individualized assessment to guide tailored treatment, specific to an individual and their needs. It is important to use tools that capture both sides (strengths as well as weaknesses). On this page you will find a list of common assessment tools used by the behavior analytic community.

For information specific to behavior assessments, you may wish to visit Functional Behavior Assessments, also found on Behaviorbabe.com

The use of A[ntecedent]-B[ehavior]-C[onsequence] charts and checklists can be helpful tools for collecting information when conducting direct observations. The form that is used (albeit a blank piece of paper) should include: 1) name or initials of the student (protect confidentiality), 2) the target behavior and definition, and 3) the setting location of the observation. When completing this tool, identify the antecedents [events which precede] and consequences [events which follow] the target behavior of concern.

Developed by Drs Sundberg and Partington, the ABLLS®-R system is an assessment tool, curriculum guide, and skills-tracking system used to help guide the instruction of language and critical learner skills for children with autism or otherdevelopmental disabilities. This practical and parent-friendly tool can be used to facilitate the identification of skills needed by your child to effectively communicate and learn from everyday experiences. The results from the ABLLS are visually displayed on a chart, which allow the reader to see growth and progress with each administration.

The Assessment of Functional Living Skills is a criterion-referenced skills assessment tool, tracking system, and curriculum guide for teaching children, adolescents, and adults with autism or other developmental disabilities the essential skills needed in order to achievethe highest level of independence possible for them.. Distinctive in its simplicity and affordability, this unique skill assessment tool was created with one goal in mind; to help learners gain the skills and confidence they need for functional living.

Essential for Living is both an assessment and a curriculum, it is used to determine the current performance level of each child or adult with respect to skills that are part of the instrument, in other words, to conduct a curriculum-based assessment. Essential for Living is composed of 3,000 functional skills. The first three domains contain 1,900 Speaking and Listening Skills. The remaining four domains contain 1,100 Daily Living, Leisure, Vocational, Functional Academic, Tolerating, and Component Skills. The following is a sample of these skills CLICK HERE.

Functional Assessment Screening Tool: The FAST is designed to identify a number of factors that may influence the occurrence of problem behaviors. It should be used as an initial screening toll and as part of a comprehensive functional assessment or analysis of problem behavior. The FAST is to be administered to several individuals who interact with the person frequently. Results should then be used as the basis for conducting direct observations in several different contexts to verify likely behavioral functions, clarify ambiguous functions, and identify other relevant factors that may not have been included in this instrument.

Motivation Assessment Scale is a questionnaire designed to identify those situations where an individual is likely to behave in specific ways. From this information, more informed decisions can be made about the selections of appropriate replacement behaviors. To complete the MAS, select one behavior of specific interest. Be specific about the behavior. For example “is aggressive” is not as good a description as “hits other people.” Once you have specified the behavior to be rated, read each question carefully and circle the one number that best describes your observations of this behavior.

PEAK is an assessment tool developed by Dr. Mark Dixon to teach language and skills to children with autism using a relational training approach. Typically, children with Autism excel in rote memorization but lack in abstract thinking. Each PEAK module contains an assessment for evaluating the presence or absence of 184 skills that serve as the foundations for language and cognition. The latter two modules also contain pre-assessments which are designed to evaluate abstract relational abilities.

The purpose of this structured interview is to get as much specific information as possible from the informants (e.g., teacher, parent, caregiver) as to what they believe would be useful reinforcers for the student. Therefore, this survey asks about categories of stimuli, probing for information about potential visual, auditory or other sensory satisfying reinforcers.

Verbal Behavior Milestones Assessment Placement Program: The VBMAPP is an assessment of language and communication, which also evaluates barriers for learners. This tool is norm-referenced and can provide a snapshot of performance, as compared to typically developing language development. The VBMAPP scores performance as Level 1: 0-18 months, Level 2: 18-36 months, and Level 3: 36-48 months. The VBMAPP allows evaluators to identify gaps and recognize splintered skills. Results are then visually displayed. Upon each administration, the evaluator is to use a different color to indicate growth and progress.

Bojak, S. L., & Carr, J. E. (1999). On the displacement of leisure items by food during multiple stimulus preference assessments. Journal of Applied Behavior Analysis, 32, 515-518.

Bowman, L. G., Piazza, C. C., Fisher, W. W., Hagopian, L. P., & Kogan, J. S. (1997). Assessment of preference for varied versus constant reinforcers. Journal of Applied Behavior Analysis, 30, 451-458.

Cooper, J. O., Heron, T. E., & Heward W. L. (2006). Applied Behavior Analysis (2nd ed.). Upper Saddle River, New Jersey: Prentice Hall.

DeLeon, I. G., & Iwata, B. A. (1996). Evaluation of multiple-stimulus presentation format for assessing reinforcer preferences. Journal of Applied Behavior Analysis, 29, 519-533.

DeLeon, I.G., Iwata, B. A., & Roscoe, E. M. (1997). Displacement of leisure reinforcers by food during preference assessments. Journal of Applied Behavior Analysis, 30, 475-484.

Pace, G. M., Ivancic, M. T., Edwards, G. L., Iwata, B. A., & Page, T. J. (1985). Assessment of stimulus preference and reinforcer value with profoundly retarded individuals. Journal of Applied Behavior Analysis, 18, 249–255.

Paclawskyj, T. R., & Vollmer, T. R. (1995). Reinforcer assessment for children with developmental disabilities and visual impairments. Journal of Applied Behavior Analysis, 28, 219–224.

Parsons, M. B., & Reid, D. H. (1990). Assessing food preferences among persons with profound mental retardation: Providing opportunities to make choices. Journal of Applied Behavior Analysis, 23, 183-195.

Windsor, J., Piche ́, L. M., & Locke, P. A. (1994). Preference testing: A comparison of two presentation methods. Research in Developmental Disabilities, 15, 439–455. goes here