Instruction in Functional Assessment, 2014a
Instruction in Functional Assessment, 2014a
Instruction in Functional Assessment, 2014a
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Chapter 5<br />
Teach<strong>in</strong>g <strong>Functional</strong><br />
Analysis<br />
Focus Questions:<br />
<br />
<br />
What are empirically-based methods to teach college students the skills <strong>in</strong>volved with<br />
conduct<strong>in</strong>g functional analysis?<br />
How can generalization of functional assessment skills be promoted?<br />
To implement functional analysis (FAn) and treatment procedures specific, welldef<strong>in</strong>ed<br />
skills are required by the college student to deliver antecedents and consequences<br />
for the client’s behavior accurately and reliably. Although college students may be able to<br />
describe a procedure <strong>in</strong> verbal or written form, that does not mean they can do it (Iwata et<br />
al., 2000; Wallace, Doney, M<strong>in</strong>tz-Resudek, & Tarbox, 2004). Role play and performancebased<br />
teach<strong>in</strong>g are two strategies to establish the necessary skills.<br />
Role Play<br />
A ROLE PLAY strategy is a more physically active manner of participation <strong>in</strong> the learn<strong>in</strong>g<br />
situation than computer simulation. Role play teaches procedural behaviors by the <strong>in</strong>dividual<br />
reenact<strong>in</strong>g the situation while assum<strong>in</strong>g another person’s identity. For <strong>in</strong>stance, Jones and<br />
Eimers (1975) taught two teachers to use a behavior management approach to decrease the<br />
disruptive behavior of children <strong>in</strong> their classroom. Disruptive behaviors <strong>in</strong>clud<strong>in</strong>g talk<strong>in</strong>g to<br />
neighbors, out-of-seat behaviors, and <strong>in</strong>appropriate talk were behaviorally def<strong>in</strong>ed. A s<strong>in</strong>gle<br />
participant research design was used to evaluate the effectiveness of the classroom behavior<br />
management procedure on students’ disruptive behaviors. In this multi-component tra<strong>in</strong><strong>in</strong>g<br />
package, the teacher tra<strong>in</strong><strong>in</strong>g procedures entailed a comb<strong>in</strong>ation of role play<strong>in</strong>g student<br />
and effective teacher behaviors, feedback, self-reflection on what went well or not, group<br />
discussion, until mastery learn<strong>in</strong>g. The results of this teacher tra<strong>in</strong><strong>in</strong>g approach led to less<br />
student disruptive behavior and higher student academic performance.<br />
Gardner (1972) compared role play versus lecture <strong>in</strong>structional methods to teach<br />
paraprofessionals behavioral skills. Us<strong>in</strong>g a simple experimental research pre-test, post-test