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 />
The Case of the Delusional Statements<br />
From Travis, R., & Sturmey, P. (2010). <strong>Functional</strong> analysis and treatment of the delusional<br />
statements of a man with multiple disabilities: A four-year follow-up. Journal of<br />
Applied Behavior Analysis, 43, 745-749.<br />
Client Description and Background: “Mr. Jones, a 26-year-old man who lived <strong>in</strong> an<br />
<strong>in</strong>patient forensic facility who engaged <strong>in</strong> delusional statements that negatively affected his<br />
relationships with peers. His peers teased him daily, both <strong>in</strong> residence and workplace, and<br />
these statements prevented him from participat<strong>in</strong>g <strong>in</strong> several community-based vocational<br />
activities” (Travis & Sturmey, 2010, p. 745-746). Follow<strong>in</strong>g an <strong>in</strong>jury, Mr. Jones was diagnosed<br />
with traumatic bra<strong>in</strong> <strong>in</strong>jury for which he received Geodon and Depakote daily. His<br />
communications did not <strong>in</strong>clude any delusional statements prior to his car accident that<br />
occurred when he was 16 years old.<br />
Based on staff and family <strong>in</strong>terviews, delusional statements were def<strong>in</strong>ed as utterances,<br />
separated from the previous one by 3 s, that were had no relationship to what was currently<br />
happen<strong>in</strong>g or be<strong>in</strong>g discussed (e.g., “Elton John and I are go<strong>in</strong>g for coffee”).<br />
Procedure: <strong>Functional</strong> analysis was conducted us<strong>in</strong>g a multielement research design<br />
with the follow<strong>in</strong>g conditions which were 12 m<strong>in</strong> <strong>in</strong> duration.<br />
Attention condition: Immediately after a delusional statement by Mr. Jones, the therapist<br />
said, “That’s not an appropriate topic right now” or someth<strong>in</strong>g similarly corrective is<br />
said for 10 s.<br />
Demand condition: A vocational task presented that <strong>in</strong>volved sort<strong>in</strong>g similar items,<br />
count<strong>in</strong>g them, and plac<strong>in</strong>g them <strong>in</strong> plastic bags. When Mr. Jones engaged <strong>in</strong> a delusional<br />
statement then 10 s of escape from demands was provided. Correct responses, prompted<br />
or unprompted, to demands resulted <strong>in</strong> delivery of praise.<br />
Alone condition: “Mr. Jones was alone <strong>in</strong> the observation room with no planned re<strong>in</strong>forcement<br />
for delusional statements” (Travis & Sturmey, 2010, p. 746).<br />
Control condition: “...the therapist gave Mr. Jones access to favored read<strong>in</strong>g materials,<br />
noncont<strong>in</strong>gent attention every 30 s and no consequences for nondelusional or delusional<br />
statements” (Travis & Sturmey, 2010, p. 746).<br />
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