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 3<br />
Positive re<strong>in</strong>forcement for on-task behavior (replacement behavior):<br />
1. Tob<strong>in</strong> and his teacher will prepare a written plan (known as a behavior contract) specify<strong>in</strong>g<br />
that Toby will earn 5 extra m<strong>in</strong> to <strong>in</strong>teract with peers when his on-task behavior<br />
dur<strong>in</strong>g a class period is at or above 80% of observed <strong>in</strong>tervals.<br />
2. When Tob<strong>in</strong> is on-task, Tob<strong>in</strong>’s teacher will provide verbal praise (quietly and unobtrusively)<br />
at least four times dur<strong>in</strong>g each class session (DRI)<br />
Reactive: When Tob<strong>in</strong> is off-task, he will have no access to socializ<strong>in</strong>g with peers dur<strong>in</strong>g<br />
<strong>in</strong>dividual assignments, and he will be redirected to complete his assignments (attention<br />
ext<strong>in</strong>ction and escape ext<strong>in</strong>ction).<br />
Plann<strong>in</strong>g for Generalization: Once Tob<strong>in</strong> meets the behavioral objective, the re<strong>in</strong>forcement<br />
schedule will be weaned by successively <strong>in</strong>creas<strong>in</strong>g the requirement to 85% and<br />
then 90%, of <strong>in</strong>tervals of on-task behavior. Rem<strong>in</strong>ders will also be delivered less and less.<br />
Evaluation of Effectiveness: Tob<strong>in</strong>’s percent on-task behavior dur<strong>in</strong>g <strong>in</strong>tervention was<br />
85% of the <strong>in</strong>tervals compared to 27% dur<strong>in</strong>g basel<strong>in</strong>e.<br />
Resources & References for Procedures <strong>in</strong> this BIP:<br />
Kodak, T., Miltenberger, R. G., & Romaniuk, C. (2003). A comparison of differential<br />
re<strong>in</strong>forcement and noncont<strong>in</strong>gent re<strong>in</strong>forcement for the treatment of a child’s<br />
multiply controlled problem behavior. Behavioral Interventions, 18(4), 267-278.<br />
doi:10.1002/b<strong>in</strong>.143<br />
Neidert, P. L., Iwata, B. A., & Dozier, C. L. (2005). Treatment of multiply controlled<br />
problem behavior with procedural variations of differential re<strong>in</strong>forcement. Exceptionality,<br />
13(1), 45-53. doi:10.1207/s15327035ex1301_6<br />
Vance, M. J., Gresham, F. M., & Dart, E. H. (2012). Relative effectiveness of DRO and<br />
self-monitor<strong>in</strong>g <strong>in</strong> a general education classroom. Journal Of Applied School Psychology,<br />
28(1), 89-109. doi:10.1080/15377903.2012.643758<br />
A best practice when design<strong>in</strong>g a behavior <strong>in</strong>tervention plan to address an <strong>in</strong>dividual’s<br />
challeng<strong>in</strong>g behavior is to use current research-based assessment practices and <strong>in</strong>terventions<br />
to guide the approach selected. The INDIVIDUALS WITH DISABILITIES EDUCATION<br />
IMPROVEMENT ACT (IDEIA, 2004) and ethical practices require that professionals who<br />
work with students with disabilities ma<strong>in</strong>ta<strong>in</strong> currency with empirically-based assessments<br />
and <strong>in</strong>terventions. As the field progresses new and more effective procedures are discovered<br />
and revealed to better care for the needs of <strong>in</strong>dividuals with developmental disabilities.<br />
As one resource to consult, the “What Works Clear<strong>in</strong>ghouse” serves as an onl<strong>in</strong>e review<br />
of evidence-based <strong>in</strong>terventions <strong>in</strong> education as evaluated by the Institute of Education<br />
Science (http://ies.ed.gov/ncee/wwc/news.aspx?sid=8). In this resource, published research<br />
concern<strong>in</strong>g common <strong>in</strong>tervention approaches are reviewed accord<strong>in</strong>g to a standard and<br />
report outcomes (e.g., effect size) <strong>in</strong> relation to the scientific strength of the evidence so<br />
that <strong>in</strong>formed selections about treatment practices can be made.<br />
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