Instruction in Functional Assessment, 2014a

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Instruction in Functional Assessment Chapter 2 Table 7 Example of ABC Recording Data Sheet Client: Barbara Beam Situation: Special education class. Picture naming task with teacher’s assistant (TA) Observer: Therapist People Present: 15 other students, teacher, TA Time Antecedent Behavior Consequence 1:30 pm 1:45 pm 1:52 pm TA hold up picture & “What’s this?” Picture of flower presented “What’s this?” Flower & “What’s this?” Flower & “What’s this?” Flower & “What’s this?” “hoose” “hoose” No response Cry, flap hands Grab card & rips it while screaming and flapping hands Slowly stops crying, sitting quietly, finger flicking “Good, Barbara, that’s it: horse.” “No, it’s a flower” “Flower, say flower” “Quiet, Barbara” “Barbara, no!” A direct observational FA can provide an objective means of gathering information that may help to substantiate indirect assessment findings. The data generated from an ABC recording procedure can be subjected to a CONDITIONAL PROBABILITY ANALYSIS of the correlated observed antecedent and consequence events to determine which events are most likely to be associated with the challenging behavior (e.g., frequency of X antecedent co-occurring with behavior divided by the total number of times X occurred multiplied by 100). However, it should be recognized that observational methods are correlational and so causal conclusions are not possible. There may be other factors involved in contributing to the occurrence of the individual’s challenging behavior that are involved and have not been identified. Functional Analysis (FAn) FUNCTIONAL ANALYSIS involves an experimental test of the different possible functions for the client’s problem behavior (e.g., attention positive reinforcement, tangible positive reinforcement, demand/negative reinforcement). FAn has been established as a clinically effective method of identifying the function of challenging behavior and treating it based on several decades of accumulated research (Beavers, Iwata, & Lerman, 2013). Using a standard FAn, attention, demand, tangible, and alone conditions are compared to a play/ recreational control condition (e.g., Iwata, Dorsey, Slifer, Bauman, & Richman, 1982/1994). 22
Instruction in Functional Assessment Chapter 2 The attention condition is conducted to determine if the individual’s problem behavior is due to attention positive reinforcement. Under conditions of social deprivation and in the presence of one or two adults, eye contact, physical contact, reprimands, and verbal interaction “No, don’t do that” or similar comments that typically are given by others in the individual’s natural environment are delivered immediately after the individual’s challenging behavior. Note that this condition may be tailored to the specific stimuli found to correlate with the occurrence of the individual’s challenging behavior based on indirect and observational FA. The demand condition is conducted to determine if the individual’s problem behavior is due to escape/avoidance of task demands or activities (i.e., negative reinforcement). The therapist or teacher presents an activity or instruction to complete a task that the individual has in the past (based on interview or observational data) had difficulty in completing even when physically guided to do so. If the individual engages in the challenging behavior at any time, then the therapist immediately turns away from the client for 30 s. The tangible condition is conducted to evaluate whether tangible positive reinforcement is maintaining the individual’s challenging behavior. Based on information gathered from other assessments (e.g., indirect, observational), preferred objects are placed out of reach (e.g., on a shelf ). When the individual engages in the challenging behavior, that preferred item is delivered for 30 s. In the alone condition, the client is in a room by him/herself with no toys or activities. Note that, as is the case in each of these conditions, all safety concerns should be addressed and appropriate precautions taken. The therapist observes the client’s behavior for the purpose of data collection from a one-way mirror or video camera. This condition involves a situation in which low levels of stimulation are present in order to test whether self-stimulation or automatic reinforcement is maintaining the client’s problem behavior. The client is placed in the therapy room alone, without any toys or materials that would provide a source of stimulation. In the play condition, toys or activities are presented and the therapist interacts socially with the client. This condition serves as a comparison or control condition to rule out confounding variables such as the challenging behavior due to variables present in the attention, tangible, or demand conditions (e.g., the presence of the therapist, materials, social interaction). The therapist and client are in a room with a variety of toys or leisure activities present. The therapist provides social praise and brief physical contact contingent on the client’s appropriate behavior at least once every 30 s. Evidence regarding the function of that behavior is provided when levels of the challenging behavior are higher in one condition compared to the other conditions. For instance, if the level of client’s behavior is consistently (e.g., across 5 sessions or more) greater in the demand condition than that in the other conditions, the function of the challenging behavior would be negative reinforcement. See Chapter 6 for additional information about FAn and a description of the conditions. 23
Page 1 and 2: The Missing Link: An Introduction t
Page 3 and 4: ©2014 Marcie Desrochers & Moira Fa
Page 5 and 6: Reviewer’s Notes Instruction in F
Page 7 and 8: Table of Contents Preface Chapter 1
Page 9 and 10: college students and pre-profession
Page 11 and 12: Chapter 1 Challenging Behaviors of
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Instruction in Functional Assessment, 2014a

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