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 />
Control condition: “Kris was seated across from a therapist <strong>in</strong> the research room and<br />
was given cont<strong>in</strong>uous access to toys that her mother identified as be<strong>in</strong>g preferred. Therapist<br />
praise and pats to Kris’ arm were provided at least once every 10 s, and there were no social<br />
consequences for hair pull<strong>in</strong>g” (Rapp et al., 1999, p. 332).<br />
Results:<br />
From Rapp, J. T., Miltenberger, R. G., Galensky, T. L., Ell<strong>in</strong>gson, S. A., & Long, E. S. (1999). A functional analysis<br />
of hair pull<strong>in</strong>g. Journal of Applied Behavior Analysis, 32, 329-337. Permission was granted to repr<strong>in</strong>t the above<br />
Figure from the owner of 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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