3 Skills Assessments

Purpose of assessment

A skills assessment identifies what a learner can do, the conditions under which they can do it, and which skills may be useful to teach next. Its results should support meaningful, individualized instruction—not label the learner or replace ongoing observation. Behavior analysts are expected to assess relevant strengths and needs, select assessments that fit the learner and context, and use results to inform decisions.

Choose an appropriate assessment

Begin by identifying the decision the assessment needs to support: for example, whether to identify everyday independence needs, assess language and learning skills, or check progress on a specific instructional target. Choose a tool that covers the relevant skill areas and suits the learner’s age, communication, culture, language, abilities, and everyday settings. Consider its purpose, instructions, scoring criteria, limitations, and required time and resources. If one tool cannot answer the question, combine it with focused observation or another appropriate measure.

The Assessment of Functional Living Skills (AFLS) covers areas such as basic living, home, community, school, vocational, and independent-living skills. The VB-MAPP assesses language and related learning skills and includes sections addressing learning barriers. These tools serve different purposes, so choose according to the skills and decisions at hand rather than familiarity. Follow the relevant guide and scoring rules; scores from different tools should not be treated as directly comparable.

Before assessment, review relevant records and consult the learner, family, and team as appropriate. Explain what will be assessed, how information will be used, and who will be involved. Obtain required consent, respect the learner’s assent and signs of discomfort, protect confidentiality, and work within your training and role.

Administer and record performance

Follow the assessment’s directions and criteria. Prepare the needed materials, arrange a suitable setting, and, when feasible, assess skills in the contexts where they matter. Interviews and records can help identify skills to check, but reported ability is not the same as directly observed performance. Use direct observation or a planned test opportunity to verify uncertain items.

Record what happened rather than an impression of the learner. For each skill, note relevant conditions, such as the setting, task or instruction, materials, opportunities provided, and whether performance was independent or prompted. Depending on the skill and assessment, record accuracy, steps completed, assistance needed, time, or consistency. Distinguish not observed or unknown from unable to perform; missing information is not a failure. If performance varies across people or settings, record the variation rather than concealing it in a single score.

For example, to assess handwashing, observe the routine in the usual bathroom with ordinary materials. Record whether the learner completes each defined step independently, which prompts or assistance are needed, and whether the routine is completed in that context. A family or staff report may help determine when to observe, but it does not replace direct verification when the score depends on demonstrated performance.

Interpret strengths and learning needs

Review scores alongside direct observations, work samples, and relevant reports. Identify skills performed independently, skills that occur only with prompts or in particular contexts, and prerequisite steps that are not yet reliable. Also note strengths that can support teaching, such as following a visual sequence or using a preferred communication method. A score is evidence about performance under specified assessment conditions, not a complete description of the learner.

Diagnostic assessments can provide detailed information about specific strengths and needs. Formative checks, such as observing work or conducting brief skill probes, can help adjust instruction over time. Each method has limitations, so interpret findings in light of how the information was collected.

Plan and adjust instruction

Prioritize skills that matter to the learner and their everyday participation, safety, communication, independence, and chosen goals. Consider the learner’s preferences, family and team priorities, opportunities to practice, and whether another professional should contribute.

Convert selected needs into measurable objectives that specify the skill, relevant conditions, and a clear mastery criterion. Use assessment results to choose teaching steps and supports, then collect ongoing data to determine whether instruction is working. Diagnostic results can guide support, but adjust instruction using continued evidence of learning.

For example, if assessment shows that a learner completes most handwashing steps but needs a verbal prompt to turn off the faucet, a focused objective might be: Given the usual handwashing routine, the learner will turn off the faucet independently in 4 of 5 opportunities across 3 consecutive sessions. The team can teach and measure that step, then check whether the skill occurs with other people or in other bathrooms if generalization is important.

Monitor progress and revise

Select an assessment that fits both the question and the learner, and administer and score it according to its directions. Verify uncertain information through observation or direct assessment, record performance and support needs clearly, and use the results to set meaningful goals and guide instruction. Reassess or monitor progress with measures appropriate to the decision, and revise instruction when the data indicate a need.