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 2<br />
& Rudrud, 2011; Shayne & Miltenberger, 2013), students (Iwata et al., 2000), teachers<br />
(Wallace, Doney, M<strong>in</strong>tz-Resudek, & Tarbox, 2004), and staff (Moore & Fisher, 2007).<br />
The ma<strong>in</strong> reason for conduct<strong>in</strong>g a FA is to identify the possible causes of an <strong>in</strong>dividual’s<br />
challeng<strong>in</strong>g behavior so that an effective treatment can be designed (Chander &<br />
Dahlquist, 2010). Identification of the variables ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g the challeng<strong>in</strong>g behavior prior<br />
to design<strong>in</strong>g treatment is necessary s<strong>in</strong>ce certa<strong>in</strong> treatments can be contra-<strong>in</strong>dicated or<br />
<strong>in</strong>effective, depend<strong>in</strong>g on the function of the behavior (Iwata, Pace, Cowdery, & Miltenberger,<br />
1994; Newcomer & Lewis, 2004).<br />
Other reasons for us<strong>in</strong>g a FA <strong>in</strong>clude that it:<br />
Is required by federal law (IDEIA, 2004)<br />
May provide conv<strong>in</strong>c<strong>in</strong>g evidence for treatment team decision-mak<strong>in</strong>g and<br />
provide accountability<br />
May result <strong>in</strong> less use of a punishment procedure (Pelios, Morren, Tesch, &<br />
Axelrod,1999)<br />
Is recommended by professional associations (National American School<br />
Psychologists)<br />
A FA approach is used to gather data regard<strong>in</strong>g why the <strong>in</strong>dividual’s challeng<strong>in</strong>g<br />
behavior is occurr<strong>in</strong>g. Challeng<strong>in</strong>g behaviors may serve a purpose or function for the <strong>in</strong>dividual<br />
and are often a function of environmental conditions (Hanley, 2012). After the<br />
re<strong>in</strong>forcers ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g the <strong>in</strong>dividual’s challeng<strong>in</strong>g behavior are clearly identified, it should<br />
be possible to predict the circumstances under which the behavior is likely to happen and<br />
what is caus<strong>in</strong>g it to recur. The motivat<strong>in</strong>g conditions and antecedents for the <strong>in</strong>dividual’s<br />
challeng<strong>in</strong>g behavior may be altered to decrease that behavior. For example, if Mary cries<br />
and hits herself due to fatigue when her bedtime approaches, then an earlier bedtime can<br />
be arranged. Similarly, Darrell’s hitt<strong>in</strong>g and scream<strong>in</strong>g for candy at the grocery store may be<br />
prevented by br<strong>in</strong>g<strong>in</strong>g some of his favorite snack on the shopp<strong>in</strong>g trip and keep<strong>in</strong>g the trip<br />
short. Additionally, more appropriate behaviors that achieve the same result may be taught,<br />
called FUNCTIONAL REPLACEMENT BEHAVIOR. For example, Nija’s cry<strong>in</strong>g when she wants her<br />
doll can be decreased by teach<strong>in</strong>g her to make the sign for doll <strong>in</strong> situations where she cried<br />
to get it <strong>in</strong> the past. To decrease the likelihood that Caden runs out of the classroom when<br />
read<strong>in</strong>g class beg<strong>in</strong>s (a difficult skill for Caden), his teacher provides additional one-on-one<br />
<strong>in</strong>struction to establish his read<strong>in</strong>g skills.<br />
FA Methodology<br />
There are three ma<strong>in</strong> categories of functional assessment approaches—<strong>in</strong>direct (e.g.,<br />
questionnaires, rat<strong>in</strong>g scales), observational, and experimental/functional analysis. Gather<strong>in</strong>g<br />
<strong>in</strong>formation about the conditions surround<strong>in</strong>g the behavior, ask<strong>in</strong>g relevant <strong>in</strong>dividuals<br />
questions about the behavior are <strong>in</strong>itial steps. If the results of <strong>in</strong>direct and observational<br />
assessment are unclear, test<strong>in</strong>g the possible ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g variables for the <strong>in</strong>dividual’s challeng<strong>in</strong>g<br />
behavior would next be performed. See Figure 1 of the FA process for an outl<strong>in</strong>e of<br />
this overall way to proceed when address<strong>in</strong>g the <strong>in</strong>dividual’s challeng<strong>in</strong>g behavior.<br />
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