Instruction in Functional Assessment, 2014a

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Instruction in Functional Assessment Chapter 6 The Case of #@&*! From: Dwyer-Moore and Dixon (2007). Functional analysis and treatment of problem behavior of elderly adults in long-term care. JABA, 40, 679-683. Client Description & Background: “Carmen was an 89-year-old woman who had been diagnosed with vascular dementia with mood disturbance; referred for high rates of disruptive vocalization (e.g., obscenities)” (Dwyer-Moore & Dixon, 2007, p. 680). She lived in a large (159-bed) residential care facility. Procedure: Functional analysis was conducted using a multielement research design with the following conditions lasting 10 min in duration. Attention condition: “In the attention condition, the participant was told that the therapist had work to do and would be sitting across the room. No consequences were provided for any behavior other than the identified target behavior, which resulted in the experimenter approaching and providing approximately 5 to 10 s of social attention. Attention was similar to that noted from naturalistic observations of staff-resident interactions (e.g., ‘It’s OK, you’re fine,’ ‘Grandma, don’t say that,’ ‘Derek, tell me about the priesthood,’ ‘How are you doing today?’)” (Dwyer-Moore & Dixon, 2007, p. 680). Demand condition: “In the demand condition, the experimenter presented demands in the form of questions or gross motor tasks. Carmen was given demands such as clapping, raising their arms in the air, and knocking and lifting their legs these were similar to the gross motor tasks used in the facility’s occupational therapy program... Compliance resulted in approximately 3 to 5 s of praise and presentation of the next demand. No response or incorrect responses resulted in least-to-most prompts. Problem behavior resulted in removal of the demand for 30 s (Dwyer-Moore & Dixon, 2007, p. 680-681). Alone condition: “In the alone condition, the participant was alone in the family room while the experimenter observed unobtrusively through a 2.5 cm gap in the door. No social consequences were provided, and no leisure items were available” (Dwyer-Moore & Dixon, 2007, p. 681). Control condition: “In the control condition, various leisure items (e.g., magazines, puzzles, music, television) were continuously available. The experimenter also provided 5 to 10 s of social attention on a fixed-time (FT) 30-s schedule” (Dwyer-Moore & Dixon, 2007, p. 681). 108
Instruction in Functional Assessment Chapter 6 Results: From Dwyer-Moore and Dixon (2007). Functional analysis and treatment of problem behavior of elderly adults in long-term care. JABA, 40, 679-683. Permission was granted to reprint the above Figure from the owner of the copyright, John Wiley & Sons, Inc. Instructions: 1. Assign your group members one of the following roles: Client, therapist, and director (who monitors and provides feedback to the other two performers) 2. Act out the above functional analysis by conducting the procedures for each of the conditions at least once. Reproduce the same outcomes of the effect of the conditions on the client’s behavior as depicted in the above graph. 3. What is the maintaining variable for the problem behavior? 4. Given these results, design an intervention plan for this client. 109
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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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Chapter 2 The Methodology of Functi
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