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 1<br />
Table 4<br />
Examples of a behavioral analysis of the situation <strong>in</strong> terms of the motivat<strong>in</strong>g conditions,<br />
antecedents, and consequences for behavior<br />
Motivational<br />
Condition<br />
Antecedent<br />
Stimulus/<br />
Situation<br />
Behavior<br />
Immediate<br />
Consequence<br />
Long Term<br />
Effect<br />
Behavioral<br />
Pr<strong>in</strong>ciple<br />
Hunger<br />
Middle of night<br />
Adolescent gets up<br />
and screams and<br />
yells<br />
Provided with<br />
pudd<strong>in</strong>g<br />
More likely to<br />
scream and yell<br />
<strong>in</strong> future similar<br />
situations<br />
Tangible positive<br />
re<strong>in</strong>forcement<br />
Lonely or no<br />
social <strong>in</strong>teraction<br />
for hours<br />
Presence of staff<br />
member<br />
Young adult <strong>in</strong><br />
wheel chair grabs<br />
staff member<br />
Staff member<br />
says, “No, don’t do<br />
that!”<br />
More likely to<br />
grab staff members<br />
<strong>in</strong> similar<br />
situations<br />
Attention positive<br />
re<strong>in</strong>forcement<br />
Difficult<br />
assignment<br />
Teacher says,<br />
“Complete this<br />
assignment”<br />
Child gets out of<br />
seat and socializes<br />
with neighbor<br />
Gets out of do<strong>in</strong>g<br />
assignment<br />
More likely to get<br />
out of seat and<br />
socialize when<br />
given difficult<br />
assignments next<br />
time<br />
Escape negative<br />
re<strong>in</strong>forcement<br />
Low levels of<br />
stimulation<br />
Light switch<br />
present<br />
Repeatedly flicks<br />
light on and off<br />
Sensory<br />
stimulation of<br />
light flicker<strong>in</strong>g<br />
More likely to<br />
flick lights when<br />
<strong>in</strong> a similar<br />
situation<br />
Automatic positive<br />
re<strong>in</strong>forcement<br />
Determ<strong>in</strong><strong>in</strong>g the function of an <strong>in</strong>dividual’s challeng<strong>in</strong>g behavior can, at times, be<br />
difficult. For a small percentage of cases, the <strong>in</strong>dividual’s behavior may be controlled by<br />
multiple functions or be unable to be specified (Beavers & Iwata, 2011; Mueller, Nkosi, &<br />
H<strong>in</strong>e, 2011). The challeng<strong>in</strong>g behaviors of 521 participants reviewed by Beavers and Iwata<br />
(2011), showed only 16.9% had multiple functions with most behaviors <strong>in</strong>volv<strong>in</strong>g multiple<br />
response topographies. In a small percent of cases (roughly 4-12%), the <strong>in</strong>dividual’s challeng<strong>in</strong>g<br />
behavior may be ma<strong>in</strong>ta<strong>in</strong>ed by idiosyncratic variables or, particular antecedents<br />
or consequences specific to that case (Schlichenmeyer, Roscoe, Rooker, Wheeler, & Dube,<br />
2013). As Schlichenmeyer et al. (2013) note <strong>in</strong> their review of the research literature, idiosyncratic<br />
variables such as preferred conversation (Roscoe et al., 2010), <strong>in</strong>structional style<br />
(Borrero et al., 2004), or the therapist leav<strong>in</strong>g the room (Edwards et al., 2002) may be<br />
<strong>in</strong>volved <strong>in</strong> sett<strong>in</strong>g the context for <strong>in</strong>creased likelihood of the occurrence of the <strong>in</strong>dividual’s<br />
challeng<strong>in</strong>g behavior. These idiosyncratic variables may be difficult to p<strong>in</strong>po<strong>in</strong>t unless assessment<br />
procedures are tailored to the <strong>in</strong>dividual’s circumstances. Additional factors that<br />
may contribute to the <strong>in</strong>dividual’s challeng<strong>in</strong>g behavior can be seen <strong>in</strong> Table 5 below.<br />
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