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 />
Results:<br />
From Moore, J. W., & Edwards, R. P. (2003). An analysis of aversive stimuli <strong>in</strong> classroom demand contexts. Journal<br />
of Applied Behavior Analysis, 36, 339-348. Permission was granted to repr<strong>in</strong>t the above Figure from the owner of<br />
the copyright, John Wiley & Sons, Inc.<br />
<strong>Instruction</strong>s:<br />
1. Assign your group members one of the follow<strong>in</strong>g roles: Client, therapist, director<br />
(who monitors and provides feedback to the other two performers and queries<br />
the audience)<br />
2. Act out the above functional analysis by conduct<strong>in</strong>g the procedures for each of<br />
the conditions at least once. Reproduce the same outcomes of the effect of the<br />
conditions on the client’s behavior as depicted <strong>in</strong> the above graph.<br />
3. What is the ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g variable for the problem behavior?<br />
4. Given these results, design an <strong>in</strong>tervention plan for this client.<br />
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