The complex assessment of children with special educational needs correlates a series of data obtained by anamnesis, medical diagnosis (clinical and paraclinical) and psycho-pedagogical diagnosis (using methods such as observation, conversation, questionnaire, survey, application of tests or experimental trials, etc.) in following this evaluation, a formative diagnosis is established (which also includes a differential diagnosis) and school guidance documents are drawn up. Thus, based on the operational psychological theories developed by J. Piaget and L. S. Vygotzski (the area of the next development), the evaluation and diagnosis activity is transformed from a finding activity into an investigative-ameliorating activity of research-action type. In this way, the evaluation and diagnosis of children with special educational needs become a complex, unitary, dynamic and long-term process, which aims to facilitate the development and application of compensatory and rehabilitative therapeutic approach, school guidance of the child in optimal conditions, promoting school integration and socialization and normalization of the child's life. Behavioral assessment consists of various methods such as direct observation, interviews, checklists, and tests to identify and define goals for behavior change. In addition to identifying the behavior (s) to be modified, the comprehensive behavioral assessment will reveal resources, values, significant people, competing contingencies, maintenance and generalization factors, and possible reinforcements and / or punishments that may provide information or be included in intervention plans. to change the target behavior. Evaluation interviews can be conducted with the target person and / or with people who are in daily or constant contact with the person (teachers, assistants). In addition to requesting help from close people, in order to identify target behaviors and possible control variables that can help develop an intervention plan, the behavioral analyst can sometimes use the interview to set boundaries within which close people want and have the ability to implement a behavior change intervention. Without the support of parents, siblings, teachers and staff, many behavior modification programs can fail.