Behaviors Linked with LD: How a Functional Assessment Can Help - Page 2

How does a functional assessment differ from a formal evaluation for LD?

A functional assessment is much more narrowly focused than a comprehensive evaluation for learning disabilities. And, it is not used to determine if your child has a disability as defined by the Individuals with Disabilities Education Act (IDEA), and therefore might be eligible for special education and related services. The formal LD evaluation process includes a variety of tests to measure your child’s cognitive ability, academic skills, language skills, and social and emotional status — but it does not always focus on the what, when, where, how and why of behavior. A functional assessment may be incorporated into a formal evaluation for learning disabilities if your child’s behavior is an area of concern, but in many instances, it isn’t automatically part of that process.

Who participates in a functional assessment?

Tobey Shaw, principal of the Frostig School, a K-12 school in Pasadena, California, for kids with learning disabilities, says that a team approach works best because the many people involved see things from different perspectives. "We ask for input from a variety of sources," says Shaw. "The classroom teacher may see things differently than the physical education teacher, for example, because different skill sets are called for in those different settings."

The ideal, she says, is when all members of the team communicate well and work together to figure out what's driving the behavior. "They make the adjustments and work collaboratively and consistently," says Shaw, emphasizing that assessments and plans should not be made in isolation.

A functional assessment team might include:

• General classroom teachers
• Special education instructors
• Parents
• Counselors, therapists and related service providers
• School administrators
• Your child

Although not part of the formal team, your child's peers may also help shed light on your child's troublesome behavior.

What steps are involved in a functional assessment?

The persons responsible for overseeing and conducting an assessment vary from state to state or even from school district to school district. In some cases, a person with specialized training, such as a school psychologist or behavior specialist, may be included to help by gathering information, conducting interviews or administering conduct certain screenings or assessments. The information gathered and the resulting plan will become part of your child's school record. It is important that the team review and evaluate the effectiveness of the plan frequently and modify it as needed.

These are some of the steps involved in a functional assessment and plan.

• Define the behavior in concrete terms. It's not enough to say a child is disruptive or impulsive. You and those observing your child need to paint a picture — describing the behavior in an objective, descriptive way. Example: John slams his book on the floor when asked to read in front of the class.
• Collect, compare, and analyze information. This may include both direct and indirect information gathered by different team members. For example, it may involve reviewing your child's records and interviewing those who are familiar with his or her behaviors, asking questions like these:
  
  
  • Where does the behavior occur?
  • Are there places where it does not occur?
  • Does the behavior happen often? Rarely?
  • Who is present when it happens?
  • What usually happens right before the troubling behavior occurs? Right afterward? Is there a more acceptable behavior that could replace the behavior?

Curtis says he asks similar questions of the student, too. For example, he might ask a child who is struggling with anxiety to describe her whole week, a typical day, and then what she is feeling at particular moments. "In the process, I may be able to track the anxiety to a specific class or teacher," he says. Then he might produce a longer version of this record to see if the anxiety shows up at other times and places, such as during summer when school is in recess.