Use of the structured descriptive assessment with typically developing children.
Structured descriptive assessment gives clear answers for why typically developing kids misbehave and can guide quick, effective fixes.
01Research in Context
What this study did
The team ran a structured descriptive assessment (SDA) with four kids who have no diagnosis. They watched each child during normal play, work, and social times. Staff wrote down what happened right before and after any problem behavior.
SDA keeps the setting natural. No extra adults or odd tasks. The goal was to see if this gentle method could still show why typical kids act out.
What they found
SDA gave a clear why for every child. Two of the four then got simple plans based on those data. Both plans worked and cut the problems.
The other two also had clear stories, but staff did not test treatments. Still, the method proved it can spot triggers without fancy lab setups.
How this fits with other research
Dolezal et al. (2010) later copied the same SDA steps with a student who had TBI plus ID in a real classroom. Results were again positive, showing the tool travels beyond typical kids.
Lejuez et al. (2001) worked only with typical kids too, but used short test conditions instead of natural play. Their paper set the stage for the easier, watch-and-record style that SDA uses.
Dunlap et al. (1991) and Matson et al. (1994) both linked assessment data to class work and saw big gains. Galuska et al. (2006) follow that same road: find the trigger, fix the lesson, see the behavior drop.
Why it matters
You can run SDA in any room without extra staff or toys. Watch, take notes, and you will leave with a testable idea of what the child wants. If you need a quick FBA for a general-ed student, start here.
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02At a glance
03Original abstract
To date, only a limited number of studies have focused on functional assessment with typically developing populations. The most commonly reported method of functional assessment with this population seems to be descriptive assessment; however, the methods used in the descriptive assessment often are unclear. This is unfortunate as researchers and practitioners often are left with little guidance as to how to conduct a functional assessment with typically developing children. The purpose of this study was to determine whether the structured descriptive assessment (SDA) might be used with typically developing children. Four children with problem behavior participated in the study, and hypotheses about functional relations were developed for all children. Furthermore, efficacious interventions were developed and implemented for 2 children based on the results of the SDA.
Behavior modification, 2006 · doi:10.1177/0145445504264750