Instruction in Functional Assessment, 2014a

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Instruction in Functional Assessment Chapter 6 Demand (Escape) Condition These are the standard experimental functional analysis conditions as described by Iwata, et al., 1994/1982, JABA, 27, 197-209 and Iwata et al., 2000. Description and Rationale: The purpose of the demand condition is to determine if the individual’s problem behavior is due to escape/avoidance of task demands or activities (AKA negative reinforcement). A negative reinforcer (escape) is when an unpleasant stimulus is present and an instance of the problem behavior removes that stimulus (Martin & Pear, 2011). The probability of an individual’s behavior that results in a negative reinforcer increases in similar future situations. Avoidance is when a threat of presentation of an aversive stimulus is present and an instance of the behavior removes that threat. Across the functional analysis conditions, if the individual’s problem behavior is worse when the demand condition is in effect compared to that in the other conditions then the problem behavior may be maintained by negative reinforcement. Procedure: Set timer and begin. The therapist, on repeated trials throughout the 5-min session, presents an activity or instruction to complete a task that the individual has in the past (based on interview or observational data) had difficulty in completing even when physically guided to do so. Specifically, the therapist and client are seated at a table and the therapist presents an instruction to complete a task. The therapist waits for 5 s for the client to initiate a response. If no response occurs to this first instruction then the therapist: (a) repeats the instruction; (b) models or demonstrates the correct response; and (c) waits 5 s for a response by the client = LEVEL 1 PROMPT If no response occurs after the second instruction, then the therapist: (a) repeats the instruction; (b) physically guides the client through the response using the least amount of guidance required = LEVEL 2 PROMPT If the client emits a correct response, prompted or unprompted, the therapist provides praise (“Nice work”). If the client engages in the problem behavior at any time, then the therapist immediately turns away from the client for 30 s, with additional 30 s for any repeated instances of the problem behavior. 90
Instruction in Functional Assessment Chapter 6 Purpose Summary Of Demand Condition R+ = praise Negative reinforcement Present requests to complete a task X/Ø = prompt, level 1 & 2 prompts R- = removal of task Note: R + = desirable behavior; R- = problem behavior; Ø = no response, X = incorrect An example of what the client’s graphed levels of the problem behavior that is being maintained by negative reinforcement (specifically, escape from task demands) is as follows: As can be seen in the graph, frequency of the client’s aggressive behavior is higher in the demands condition compared to the attention and play conditions. This provides experimental evidence that the client’s problem behavior is being maintained by negative reinforcement. 91
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The Missing Link: An Introduction t
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©2014 Marcie Desrochers & Moira Fa
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Reviewer’s Notes Instruction in F
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Table of Contents Preface Chapter 1
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college students and pre-profession
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Chapter 1 Challenging Behaviors of
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Instruction in Functional Assessmen
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Chapter 2 The Methodology of Functi
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Instruction in Functional Assessment, 2014a

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