For Children and Families

Supports and Interventions for Behavioral and Academic Concerns

CEPS provides assessment and intervention services for students that are at-risk for behavioral, social-emotional (mental health) and academic challenges or already receiving special education services. Within the behavioral ecological consultation model used by CEPS, the assessments are directly tied to and inform interventions for students and not for evaluative or diagnostic purposes*. These include:

Behavioral/Mental Health Concerns

For behavioral and mental health concerns, a Functional Behavioral Assessment (FBA) is conducted in order to determine the function for the child’s behavior. An FBA typically involves a record reviews, interviews, rating scales and direct observations to develop supports for students based on their strengths and needs. The interventions are selected based on assessment data and the evidence based literature to best meet the need of the students through skill development and creating nurturing environments. We provide direct and indirect support for implementing the interventions, including ongoing coaching, monitoring implementation fidelity and evaluating if it is successful (See service process for more details).

Academic Concerns

Photo of child stressed while doing homework.

For academics, Curriculum Based Assessments (CBA) are used across reading, math, writing, spelling and other academic skills. Curriculum based assessments in contrast to traditional assessments and evaluations, use a problem solving model to focus on what academic supports the child needs based on the child’s mastery of the skill, rate of learning at the child’s instructional level, and an understanding of the instructional environment in which learning occurs (typically classrooms). Like the FBA, CBA typically involves record reviews, interviews, rating scales and direct observations as well as the assessments for targeting relevant academic domains. Additional academic supports including developing study skills and becoming organized (See service process page for more details).

Students who experience behavior problems experience academic problems and vice versa. As a result, and depending on need, combined behavior and academic support are also provided.

*The assessments mentioned above are different from psychological or psychoeducation evaluations, which are comprehensive assessments that typically inform diagnostic or classifications. If you are looking for a full evaluation, please contact Dr. Julia Coyne, assistant director of Psychological Services at 973-655-3527.