• Definition: Involves gathering insights from parents or caregivers who know the child best.

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• Why it's needed: Parents provide critical information about the child's behavior in different settings, developmental history, and response to interventions.

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• How to conduct: Use interviews, questionnaires, or informal discussions to gather this information.

• Definition: A detailed process to determine the purpose or function of a child's challenging behaviors.

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• Why it's needed: Understanding why a behavior occurs helps in developing strategies to address it.

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• How to conduct: Collect data through interviews, observations, and behavior tracking to determine triggers and consequences of behaviors.

• Definition: Measures the child’s practical, everyday skills such as dressing, eating, and social interactions.

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• Why it's needed: Helps determine the child’s ability to function independently in different environments.

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• How to conduct: Use standardized tools like the Vineland Adaptive Behavior Scales or informal evaluations of daily living skills.

• Definition: A plan developed based on the FBA that outlines strategies to support positive behavior and reduce challenging behavior.

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• Why it's needed: Guides teachers, caregivers, and therapists in consistent and effective behavior management.

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• How to conduct: Develop goals, interventions, and monitoring strategies in collaboration with the multidisciplinary team and family.

• Definition: Watching the child in natural environments (e.g., classroom, home) to gather real-time information on behavior and interaction.

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• Why it's needed: Observations provide a direct view of how the child behaves in social, educational, and everyday settings.

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• How to conduct: Conduct multiple sessions across various contexts to gain a full understanding of the child's behavior.

• Definition: Assessment of the child’s communication skills, both verbal and non-verbal.

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• Why it's needed: Many children with ASD have communication delays or differences, and assessing language helps in building appropriate support.

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• How to conduct: Use standardized tests, speech evaluations, and informal observations to gauge expressive and receptive language abilities.

• Definition: Evaluates how the child responds to sensory stimuli, such as lights, sounds, and textures.

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• Why it's needed: Many children with ASD have sensory processing differences that affect their behavior and learning.​

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• How to conduct: Use sensory checklists, direct observations, and interviews with caregivers to assess the child’s sensory preferences and aversions.

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• Definition: Systematic evaluations of a child’s behaviors, including both positive and challenging behaviors.

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• Why it's needed: Identifies the frequency, intensity, and context of behaviors, guiding interventions.

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• How to conduct: Use tools like behavior checklists, rating scales, and direct observation of specific behaviors.

• Definition: A group of professionals from different disciplines (e.g., educators, psychologists, speech therapists) who collaborate on the child's assessment.

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• Why it's needed: A team approach ensures that all areas of development are evaluated and considered in the assessment.

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• How to conduct: Involve specialists who assess various domains (e.g., cognitive, behavioral, sensory) and integrate findings to form a holistic understanding of the child.

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• Definition: Measures intellectual functioning and problem-solving abilities.

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• Why it's needed: Understanding the child’s cognitive strengths and weaknesses helps tailor learning approaches.

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• How to conduct: Administer standardized tests like the Wechsler Intelligence Scale for Children (WISC) or informal cognitive tasks.