The Functions of Assessment: Implications for Selection and Development of Devices for Assessing Repertoires in Clinical, Educational, and Other Settings

Abstract

An attempt is made to identify the many different functions that assessment of an individual's repertoire can serve. Implications of these functions for the character of and evidence about assessment devices are suggested. The functions fall into two general groups, those which influence decisions regarding an individual learner, and those which influence policy, program development, and scientific knowledge. The first group of functions is presented in a rough chronological sequence such that they form a "behavioral assessment funnel," beginning with functions involving broad-band assessment to identify likely persons and skill areas, and narrowing to the precise pinpointing, monitoring, and follow-up functions. The contribution of behavior analysis and behavior therapy to assessment methodology in this sequence is identified as well as the areas where more traditionally conceived methods are still useful. The second group of functions and behavioral contributions to it are then discussed.DESCRIPTORS: behavioral assessment, functions of assessment, selection of assessment devices, traditional assessment, clinical assessment, educational assessment, phases of assessment, construction of assessment devices Applied behavior analysis has made profound contributions to the technology for assessing repertoires. At the same time, behavior analysts have often rejected or ignored valuable existing ("traditional") knowledge and technology for clinical and educational assessment (Cone, 1977;Goldfried, 1977;Hawkins, 1975;Nelson and Bowles, 1975; Hlartmann, Note 1). The purposes of the present paper are three. The first is to identify several different phases and functions in assessment. The second is to put the contributions of behavior analysis in context, showing where the contribution thus far has been greatest and where previously existing knowledge and technology can be of value

Assessment and Training of Clinical Interviewing Skills: Analogue Analysis and Field Replication

“…Such assessment interviews are especially common in clinical settings, where the initial contact between therapist and client usually involves some verbal interaction. Although the information obtained in an interview may be of uncertain reliability, it often serves as the basis for further, more systematic inquiry (Cone & Hawkins, 1977;Hawkins, 1980;Haynes, 1978; Hersen & Bellack, 1976;Linehan, 1977 published extensively in the more traditional psychotherapy literature (for reviews, see R. G. Matarazzo, 1978;Wiens, 1976), and has been devoted primarily to the study of variables related to overall style (Gilmore, 1973), language structure (J. D. Matarazzo & Wiens, 1972), and nonverbal behavior (Mahl, 1968). These studies suggest that behaviors such as positive statements and facial expressions may differentially affect the general nature of client responding.…”

“…In contrast, little research has focused on specific methods for conducting behavioral interviews, although a number of useful guidelines have been offered (Gottman & Leiblum, 1974;Holland, 1970;Kanfer & Grimm, 1977, 1980Kanfer & Saslow, 1969;Morganstern, 1976 (SUMMER 1982) interviewer behavior. Second, if client as well as interviewer verbal behaviors are identified, one dimension of interviewer "effectiveness" can be evaluated by observing the number of relevant client responses that occur during an interview.…”

The Nature of Behavioral Assessment: A Commentary

“…In contrast, behavioral assessment emphasizes environmental as well as organismic determinants of behavior. Thus, behavior is viewed as a sample of responding in a particular assessment situation (Goldfried and Kent, 1972;Goodenough, 1949 Hawkins (1979) describes the following stages in the assessment of individuals: (1) screening and general disposition; (2) definition and general quantification of the problem or achievement; (3) pinpointing and design of intervention; (4) monitoring of progress; and (5) follow-up. Historically, behavioral assessment has focused on these latter four stages.…”

“…Hawkins (1979) describes several of these purposes: classification of individuals for administrative record keeping, program evaluation, and the collection of normative data. Hawkins (1979) notes several idiosyncratic classification systems developed by behavioral assessors (e.g., Cautela and Upper, 1975).…”

“…Devices used during screening should be less costly in terms of time and money than devices used to monitor a target behavior during intervention (Hawkins, 1979). This is one reason why Foster and Ritchey (1979) and Greenwood et al (1979) theoretically and empirically examined the use of a relatively inexpensive screening device-peer judgments-to predict children's observed social withdrawal.…”