Instruction in Functional Assessment, 2014a

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Instruction in Functional Assessment Chapter 2 Present 10 min of alone condition On day 2, repeat above with randomized order of conditions. Repeat for 3 more days or more depending on the stability of the data Data Analysis At least five data points are collected for each condition so that trends, levels of the problem behavior, and non-overlapping data points across conditions can be compared. Graphed data are examined to identify differential levels of the individual’s behavior across conditions. The data patterns are analyzed by examining stability, trends, overlapping data points, and magnitude of effect observed for the test conditions compared to the control (play/recreation) condition (Martin & Pear, 2011). If variability in the data pattern and/or overlapping data patterns are observed, then additional sessions may need to be conducted until stability and differentiation of the levels of behavior in each condition is reached to allow an interpretation of the results (see Bourret & Pietras, 2013 for more). Advantages and Disadvantages of FAn Like the other FA methods, there can be advantages and disadvantages to using a functional analysis approach. The major advantage of FAn is that it provides the most accurate information about the function of the individual’s behavior (Floyd, Phaneuf, & Wilcynski, 2005; Iwata et al., 2013). FAn is the only method that yields a “cause and effect” interpretation of the findings. Since this approach uses an experimental method that involves manipulating conditions (attention, alone, demand, or demand conditions) while controlling or holding constant other potentially confounding factors (play condition), the results from a FAn can be used to identify the specific factors maintaining the problem behavior. In a comparison of indirect, observational, and FAn methods to identify the function of the challenging behavior of seven children with autism, Tarbox et al. (2009) found that indirect and FAn methods produced more conclusive findings for all seven children than an observational method did. In contrast, Alter, Conroy, Mancil, and Haydon (2008) found one-to-one correspondence between FA observational methods and FAn and less correspondence with indirect FAn methods when identifying the function of challenging behavior with four young males. Additionally, in Taylor and Romanczyk’s (1994) study, the functions of students’ challenging behavior based on observations of teachers’ interaction with their students in the classroom predicted experimentally verified functions of those behaviors. There are notable limitations to using a FAn. When the problem is multiply determined or low rates of occurrence of the challenging behavior exist, then interpretation of the results of a functional analysis may be difficult. Another disadvantage is that the function of the challenging behavior may not always be readily identified using the standard functional analysis conditions (i.e., attention, tangible, demand, control). In which case, tailoring the conditions used in a functional analysis to the individual’s circumstances may be necessary. Hapopian et al. (2013) describe how the maintaining variables for over 26
Instruction in Functional Assessment Chapter 2 90% of 176 inpatient cases of individuals with intellectual disability and severe challenging behaviors were identified as a result of conducting a series of more individually-tailored or idiosyncratic FAn. Researchers have attempted to address the difficulties with conducting FAn, such as the ethical issues when targeting harmful behaviors (Hanley, 2012). As one approach, procedures may be modified to reduce the threat of harm to the individual due to provocation of the challenging behavior during the assessment conditions. For instance, conditions may be a single trial (rather than 5-min sessions) and embedded in naturally-occurring ongoing activities in the individual’s environment (Bloom et al., 2011; Bloom, Lambert, Dayton, & Samaha, 2013). Other approaches entail measuring precursor behaviors instead of the actual challenging behavior (Fritz et al., 2013) or latency to engage in the challenging behavior (Neidert et al., 2013). A summary of the different types of FA and their advantages and disadvantages can be seen in the Table 8 below. Table 8 A summary of the different types of FA and their advantages and disadvantages Types of FA Description Advantages Disadvantages Bias Indirect Interviews, rating scales, surveys A lot of information, quick Memory Not causal information Not as accurate as FAn Correlational information Observational ABC observations; Time charts Possible causes identified; observing behavior may generate ideas about functions of behavior Not as accurate as FAn May miss important variables Low rate behaviors may be difficult to observe Can be unethical to conduct if the behavior is severe and harm may occur May not discover cause if multiple variables exist Functional Analysis (FAn) Experimentally testing relevant conditions (play, demands, attention, tangible, alone) Clear cause of behavior may be identified Must be extended across days if low frequency behaviors Multiple treatment interference or carry over effects with multielement designs The data may be incorrectly interpreted May neglect other relevant variables (physiological, idiosyncratic variables) 27
Page 1 and 2: The Missing Link: An Introduction t
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Chapter 6 Functional Analysis Case
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