An FBA is used to help clinicians determine why problem behaviors are occurring (or the function of the behavior) and how they are reinforced. To do this, extensive interviews are conducted with caregivers as well as direct observations of the child. Functional Analysis may be conducted to allow direct testing of certain factors that may set the occasion for problem behavior to occur. (FBA) Resource Page >

The VB-MAPP allows probing for skills related to communication, social and play skills, imitation, and pre-academic skills. It also assists with tracking barriers to learning and provides step-by-step goals for skills every child who is beginning their school career should have. (VB-MAPP) Resource Page >

The ABLLS™-R, provides the tools needed to assess, instruct, and monitor children with autism or other developmental disabilities. It helps to identify deficiencies in language, academic, self-help, and motor skills and then implement and evaluate an intervention. (ABLLS-R) Resource Page >

The Assessment of Basic Learning Abilities (ABLA): measures the ease or difficulty with which persons with developmental disabilities are able to learn a simple imitation and do five two-choice discrimination tasks (Kerr, Meyerson, & Flora, 1977). The pass/fail performance of clients on the ABLA predicts their ability to learn a variety of two-choice training tasks (Martin, Thorsteinsson, Yu, Martin, & Vause, 2008). The ABLA uses standard prompting and reinforcement procedures to evaluate whether a learner is able to learn each of six tasks, called levels, including a simple imitation (Level 1) and 5 two-choice discriminations. Training trials on a task are conducted until a learner reaches a pass standard of eight consecutive correct responses or a fail standard of eight cumulative errors–whichever comes first. When a learner passes one level but fails the next, they are considered to be “at” the highest level that they passed. ABLA performance accurately predicts success at a variety of two-choice training tasks (Martin, Thorsteinsson, Yu, Martin, & Vause, 2008).

PEAK is an evidence-based assessment and corresponding curriculum that combines the traditional ABA verbal behavior approach with the science of Derived Relational Responding, which teaches the ability to make relations between concepts. The PEAK Relational Training System currently contains 4 learning modules that reflect each of the four ways that we currently understand how people learn new skills. This will allow clinicians to utilize each of the four modules simultaneously, to not only establish new skills but also to better the learner's ability to gain new information in each of the four ways. (PEAK) Resource Page >