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 />
Research Design & <strong>Functional</strong> Analysis<br />
A FAn compares the effects of various conditions us<strong>in</strong>g s<strong>in</strong>gle participant experimental<br />
research designs. Commonly used research designs when conduct<strong>in</strong>g FAn <strong>in</strong>clude multielement<br />
and ABAB designs as def<strong>in</strong>ed below. The duration of presentation of each condition<br />
is typically at least 5 m<strong>in</strong> with a brief (e.g., 5-m<strong>in</strong>) break between conditions if several are<br />
presented on one day.<br />
When implement<strong>in</strong>g an ABAB RESEARCH DESIGN, or a reversal-replication research<br />
design, the first step <strong>in</strong>volves measur<strong>in</strong>g the dependent variable (the <strong>in</strong>dividual’s challeng<strong>in</strong>g<br />
behavior) dur<strong>in</strong>g the basel<strong>in</strong>e phase (A), when no treatment is applied (Mart<strong>in</strong> & Pear,<br />
2011). Once stability of the behavior has been achieved, the treatment or the <strong>in</strong>dependent<br />
variable (B) is applied and its effect on behavior is observed. Lastly, these two phases are<br />
repeated or replicated. A conv<strong>in</strong>c<strong>in</strong>g demonstration of the effect of the <strong>in</strong>dependent variable<br />
on the dependent variable is provided if the behavior changes only when treatment<br />
is present and not when it is absent. In other variations of this design different treatment<br />
conditions can be compared as opposed to <strong>in</strong>clud<strong>in</strong>g a basel<strong>in</strong>e comparison.<br />
In the graphed data presented <strong>in</strong> Figure 2 below, the use of an ABAB research design<br />
<strong>in</strong> a FAn to test the effects of easy versus difficult school work on the off-task behavior of a<br />
child <strong>in</strong> the classroom is illustrated. The levels of off-task behavior are greater when difficult<br />
school work is presented compared to when easy school work is presented. Intervention<br />
can be designed to provide the child with greater assistance or teach the child to ask for<br />
assistance when difficult school work is given.<br />
Figure 2<br />
An example of an ABAB research design to test the effects of easy versus difficult school work<br />
on the off-task behavior with one child<br />
An example of use of an ABAB research design to test the effects of easy versus difficult<br />
school work on the off-task behavior with one child.<br />
With a MULTIELEMENT RESEARCH DESIGN two or more conditions or treatments (i.e.,<br />
<strong>in</strong>dependent variable) are alternated rapidly (e.g., treatments A and B are conducted <strong>in</strong><br />
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