behaviour assessments
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when are behaviour assessments suggested?
It is distressing to be told that your child is having behavioural difficulties, whether they are in preschool or school. A behavioural assessment can help to identify the causes of these problems so that strategies can be put into place to help your child reach their potential. Behaviours can include "internalising" symptoms, such as withdrawing and not talking to others on an ongoing basis (not just initial shyness at the start of the school year), or extreme distress at leaving a parent, or "externalizing" difficulties including aggression towards others, defiance and lack of co-operation, not following directions and routines or social difficulties.
Children who are anxious often get missed by teachers because they are quiet and not disruptive. However, their heightened state of constant anxiety may result in not taking in and processing information, so that their learning falls behind their peers. They may also not participate and thus, not show their capabilities and knowledge. Children who are selectively mute do not speak in class, to peers and often not to their teacher, but they can be chatter boxes at home. It can be difficult for parents to understand their child's anxiety as they can show the opposite behaviours at home, often "letting loose" in the environment where they feel most comfortable and can often be defiant as a way of feeling in control.
Children who do not follow directions and routines, who cannot sit still and appear overly active and have difficulty making friends are also at risk of not learning at the same rate as their peers and not meeting their potential. They can also be difficult for a parent or teacher to manage. Assessment to pinpoint any potential cause of these types of difficulties is important as there are risk factors that can contribute that may not have been identified, such as language or comprehension delays or difficulties with processing information, as well as showing genuine ADHD types of concerns. It is only by closely examining the pattern of difficulties and other potential contributing factors that effective strategies can be suggested.
what does a behaviour assessment involve?
Standardised questionnaires are typically completed by parents and often a preschool or classroom teacher where appropriate in order to obtain information in multiple settings. The questionnaires, such as the Conners Early Childhood form or the Conners Behavioural Rating Scales can provide a summary of potential difficulties across a wide range of behavioural areas. Based on the results of these initial questionnaires, further assessment may be suggested, including an observation at preschool or school if the child attends one of these settings. An interview with parents is also suggested to gain further information, and the child may be observed at home if they are not yet in school.
For school-aged children where there are specific concerns related to ADHD kinds of behaviours, including difficulty paying attention, not completing tasks, impulsivity and frequent interrupting, being unable to sit during activities where sitting is expected and so on, more specific assessment will be suggested, including use of the Conners 3rd Edition rating form. An intellectual assessment may also provide helpful information for children where ADHD is the presenting concern.
For preschool children, if there are very significant behavioural concerns, they may qualify for assistance in the preschool through Program Unit Funding (PUF) provided through the Government of Alberta. This will be discussed directly with parents in order to suggest next steps. Assistance at the preschool age can help set the child up for success prior to entering Grade school, where services are more limited compared to what is available through PUF. A written report will be required in order to apply for PUF and there are also deadlines for application during the year. Further information can be obtained by contacting me directly.