ABSTRACT
As Brown et ai. (1998) note, functional assessment involves the systematic collection of information in relation to both 'input' and 'output: In carrying out a functional assessment we need to record carefully both the characteristics of the sensory input and the nature of the child's response to it (the output). We also need to be informed enough to apply flexible interpretations to children's responses. For example, Best (1994) describes behaviours in children with a visual impairment which have a 'functional equivalence' to behaviours that we are more familiar
A common example of a behaviour which has functional equivalence is the 'stilling' that parents observe in young children who are blind as they go to pick them up. Whereas children who are fully sighted may become animated as the parent comes closer, children who are blind might instead sit very still as they direct their concentration to the approaching voice. This stilling behaviour may be misinterpreted by the parent as apathy or even rejection, when in reality the child is actually listening attentively and creating the best possible conditions to gather auditory information about the event he or she is eagerly anticipating. Parents need an appreciation of the differences between the use of vision and hearing to realise that this stilling behaviour may be a natural means for the child to 'show' interest.
