Instruction in Functional Assessment, 2014a
Instruction in Functional Assessment, 2014a
Instruction in Functional Assessment, 2014a
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<strong>Instruction</strong> <strong>in</strong> <strong>Functional</strong> <strong>Assessment</strong> Chapter 6<br />
Demand (Escape) Condition<br />
These are the standard experimental functional analysis conditions as described by<br />
Iwata, et al., 1994/1982, JABA, 27, 197-209 and Iwata et al., 2000.<br />
Description and Rationale:<br />
The purpose of the demand condition is to determ<strong>in</strong>e if the <strong>in</strong>dividual’s problem<br />
behavior is due to escape/avoidance of task demands or activities (AKA negative re<strong>in</strong>forcement).<br />
A negative re<strong>in</strong>forcer (escape) is when an unpleasant stimulus is present and an<br />
<strong>in</strong>stance of the problem behavior removes that stimulus (Mart<strong>in</strong> & Pear, 2011). The probability<br />
of an <strong>in</strong>dividual’s behavior that results <strong>in</strong> a negative re<strong>in</strong>forcer <strong>in</strong>creases <strong>in</strong> similar<br />
future situations. Avoidance is when a threat of presentation of an aversive stimulus is<br />
present and an <strong>in</strong>stance of the behavior removes that threat. Across the functional analysis<br />
conditions, if the <strong>in</strong>dividual’s problem behavior is worse when the demand condition is <strong>in</strong><br />
effect compared to that <strong>in</strong> the other conditions then the problem behavior may be ma<strong>in</strong>ta<strong>in</strong>ed<br />
by negative re<strong>in</strong>forcement.<br />
Procedure:<br />
Set timer and beg<strong>in</strong>. The therapist, on repeated trials throughout the 5-m<strong>in</strong> session,<br />
presents an activity or <strong>in</strong>struction to complete a task that the <strong>in</strong>dividual has <strong>in</strong> the past<br />
(based on <strong>in</strong>terview or observational data) had difficulty <strong>in</strong> complet<strong>in</strong>g even when physically<br />
guided to do so.<br />
Specifically, the therapist and client are seated at a table and the therapist presents an<br />
<strong>in</strong>struction to complete a task. The therapist waits for 5 s for the client to <strong>in</strong>itiate a response.<br />
If no response occurs to this first <strong>in</strong>struction then the therapist: (a) repeats the <strong>in</strong>struction;<br />
(b) models or demonstrates the correct response; and (c) waits 5 s for a response by<br />
the client = LEVEL 1 PROMPT<br />
If no response occurs after the second <strong>in</strong>struction, then the therapist: (a) repeats the<br />
<strong>in</strong>struction; (b) physically guides the client through the response us<strong>in</strong>g the least amount of<br />
guidance required = LEVEL 2 PROMPT<br />
If the client emits a correct response, prompted or unprompted, the therapist provides<br />
praise (“Nice work”).<br />
If the client engages <strong>in</strong> the problem behavior at any time, then the therapist immediately<br />
turns away from the client for 30 s, with additional 30 s for any repeated <strong>in</strong>stances of<br />
the problem behavior.<br />
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