What is one way to support youth with emotional or behavioral disabilities during assessments?

Supporting youth with emotional or behavioral disabilities during assessments requires a nuanced understanding of their unique experiences and challenges. Being sensitive to possible prior trauma is crucial because many youths in this category may have encountered adverse experiences that can affect their emotional state and behavior. Recognizing and acknowledging these traumas creates a supportive environment where the youth feel understood and safe, which can lead to a more accurate assessment of their abilities and needs.

When an assessor is sensitive to potential trauma, they can tailor the assessment process to minimize stress and anxiety, therefore allowing the youth to perform to the best of their capabilities. This approach fosters trust and rapport, which are essential for effective communication and assessment outcomes.

In contrast, the other options do not address the specific needs of these youths. Not offering adjustments to test conditions could exacerbate anxiety or discomfort. Providing feedback later does not support the immediate needs of the youth during the assessment. Encouraging peer competition may increase stress levels and hinder performance in those who are already struggling with emotional or behavioral issues, further highlighting the importance of a trauma-sensitive approach.