INDEPENDENT EDUCATIONAL EVALUATIONS
Parents of children with an IEP have the right to request an Independent Educational Evaluation (IEE) at public expense if they disagree with a school’s evaluation of their child’s special education needs. The school must either fund the IEE or file for a due process hearing to prove its evaluation is appropriate. The IEE is intended to ensure that families have access to an objective, thorough assessment of their child’s educational needs to support appropriate services.
This is not an exhaustive list of all evaluations a school may have conducted, but these are the types of evaluations I conduct.
FUNCTIONAL BEHAVIOR ASSESSMENT
A Functional Behavior Assessment (FBA) is a process used to identify the underlying causes or functions of challenging behaviors in students. It involves gathering data through observations, interviews, and sometimes assessments to understand why a behavior is occurring and what factors are maintaining it. The FBA focuses on identifying triggers and consequences that reinforce the behavior, helping educators and specialists to develop a clearer understanding of the student’s needs. Based on the findings, a Behavior Intervention Plan (BIP) is often created to provide strategies and supports to address and reduce the challenging behavior. Conducting an FBA is crucial in designing effective, individualized interventions that promote positive behaviors and learning outcomes.
ASSESSMENT OF SCHOOL AVOIDANCE
A school avoidance assessment is used to understand the reasons behind a student’s reluctance or refusal to attend school. This assessment typically includes interviews with the student, family, and school staff, as well as observations and questionnaires to explore contributing factors such as anxiety, social difficulties, or academic challenges. By identifying specific triggers and underlying issues, the assessment provides insights into why the student is avoiding school. The results help in developing a tailored intervention plan aimed at reducing barriers, building coping skills, and gradually reintegrating the student into the school environment. Effective assessment and intervention can support the student in overcoming their avoidance and engaging positively with school.
ECOLOGICAL ASSESSMENT
An ecological assessment in a school setting examines how a child interacts with and is influenced by their school environment, including physical, social, and instructional elements. This comprehensive assessment observes the child’s behavior and performance across various settings—such as the classroom, playground, and other common areas—to identify factors that impact their learning and social interactions. By considering influences like peer relationships, teacher support, classroom structure, and school culture, the assessment provides a holistic view of the child’s experience. The goal is to identify barriers and supports within the environment to better address the child's unique needs. The findings inform strategies that create a more supportive, inclusive environment to promote the child’s success and well-being.
SKILL-BASED (CRITERION REFERENCED) ASSESSMENTS
A skill-based assessment conducted identifies a child’s strengths in specific areas where skill development is needed, focusing on functional communication, social, and adaptive skills. Through direct observation, structured tasks, or caregiver interviews, the assessor gains information to help design individualized goals and teaching strategies that support the child’s progress in daily life and academic settings. Here are some examples of specific criterion-referenced assessments a BCBA might conduct:
VB-MAPP
Verbal Behavior Milestones Assessment and Placement Program is an assessment tool used to evaluate language, social, and learning skills in children with autism and other developmental disabilities. It provides a framework for identifying skill deficits, setting developmental goals, and guiding individualized intervention planning based on a child’s current abilities.
ABLLS-R
Assessment of Basic Language and Learning Skills - Revised is a tool used to assess language, academic, self-help, and motor skills in children with developmental delays, especially those with autism. It helps identify skill deficits and guides the development of individualized teaching plans to support the child’s learning and independence.
AFLS
Assessment of Functional Living Skills is an assessment system designed to evaluate practical, daily living skills in individuals with developmental disabilities. It covers a wide range of skills across home, school, community, and vocational settings, guiding individualized programs that promote greater independence.
Essential for Living
Essential for Living is a comprehensive curriculum and assessment tool focused on teaching functional, life-essential skills to individuals with moderate to severe developmental disabilities. It prioritizes communication, self-care, and other adaptive behaviors that enhance quality of life and increase independence.
The Inventory of Good Learner Repertoires
The Inventory of Good Learner Repertoires is an assessment that evaluates foundational learning skills, such as attention, cooperation, and persistence, in individuals with developmental disabilities. It aims to identify areas that support effective learning and readiness for more advanced skill acquisition, guiding targeted interventions for better educational outcomes.