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 5<br />
5 or 6 to address a problem situation (Nicholl & Lou, 2012). There is also some research<br />
to suggest that gradually transferr<strong>in</strong>g <strong>in</strong>structional approaches from lecture to case-based<br />
learn<strong>in</strong>g may be more effective than us<strong>in</strong>g case-based learn<strong>in</strong>g alone (Baeten, Dochy, &<br />
Struyven, 2013). Additionally, provid<strong>in</strong>g structure (i.e., comparison of cases, prompts) to<br />
promote students’ focus on underly<strong>in</strong>g pr<strong>in</strong>ciples related to the material presented may<br />
facilitate their learn<strong>in</strong>g (Harkrider et al., 2013). When teach<strong>in</strong>g students to employ a FA<br />
method <strong>in</strong>clud<strong>in</strong>g multiple case exemplars of clients exhibit<strong>in</strong>g a variety of challeng<strong>in</strong>g<br />
behaviors <strong>in</strong> various situations is important.<br />
In a more extensive manner of programm<strong>in</strong>g common stimuli, GENERAL CASE STRATEGY<br />
can be an effective method of programm<strong>in</strong>g for generalization or <strong>in</strong>crease students’ learn<strong>in</strong>g<br />
occurr<strong>in</strong>g <strong>in</strong> new situations (Ducharme & Feldman, 1992). General case strategy entails<br />
carefully identify<strong>in</strong>g the relevant aspects of a situation and <strong>in</strong>clud<strong>in</strong>g a representative sample<br />
of those characteristics <strong>in</strong> a tra<strong>in</strong><strong>in</strong>g program.<br />
To promote generalization of skills, Bolton and Mayer (2008) evaluated a staff tra<strong>in</strong><strong>in</strong>g<br />
procedure <strong>in</strong>volv<strong>in</strong>g performance feedback tra<strong>in</strong><strong>in</strong>g with general case strategy and programm<strong>in</strong>g<br />
common stimuli. The general case strategy used <strong>in</strong> this study <strong>in</strong>volved participants’<br />
review of 10 examples of the implementation of the skills taught and tra<strong>in</strong><strong>in</strong>g materials<br />
used that were similar to that found <strong>in</strong> the field. All three paraprofessionals who participated<br />
<strong>in</strong> the experiment generalized the <strong>in</strong>structional skills taught with different children.<br />
Apply<strong>in</strong>g these strategies (general case strategy and programm<strong>in</strong>g common stimuli) when<br />
teach<strong>in</strong>g college students to use a functional assessment approach would entail present<strong>in</strong>g a<br />
broad range of client cases with characteristics and examples of challeng<strong>in</strong>g behavior likely<br />
to be encountered <strong>in</strong> the professional situation.<br />
Similarly, the necessary therapist behaviors <strong>in</strong>volved with conduct<strong>in</strong>g FAn (e.g., what<br />
the therapist should do follow<strong>in</strong>g a client’s correct versus <strong>in</strong>correct response dur<strong>in</strong>g the<br />
demand condition) must be represented when design<strong>in</strong>g <strong>in</strong>struction for college students.<br />
Should all therapist behaviors be depicted or can only a sample be shown for optimal<br />
student learn<strong>in</strong>g? Moore and Fisher (2007) addressed this research question by compar<strong>in</strong>g<br />
complete video model<strong>in</strong>g versus partial video model<strong>in</strong>g procedures that differed <strong>in</strong> the<br />
number and range of therapist’s behaviors presented to teach FAn. The staff members who<br />
participated <strong>in</strong> this study performed FAn steps best follow<strong>in</strong>g the complete video model<strong>in</strong>g<br />
condition (all possible therapist behaviors were presented) under simulated conditions<br />
compared to partial model<strong>in</strong>g (half of the possible therapist’s behaviors were presented)<br />
and lecture tra<strong>in</strong><strong>in</strong>g conditions. Moreover, generalization of procedural skills follow<strong>in</strong>g the<br />
complete video model<strong>in</strong>g condition by the three participants occurred when work<strong>in</strong>g with<br />
actual clients dur<strong>in</strong>g follow-up probe measures.<br />
Field experiences, <strong>in</strong>ternships, or practicum courses are often offered as a feature of<br />
university curricula <strong>in</strong> mental health professions to develop and hone students’ procedural<br />
and practical decision-mak<strong>in</strong>g skills common <strong>in</strong> professional sett<strong>in</strong>gs. Moreover, supervised<br />
experience is one part of the requirements to be eligible for board certification as a behavior<br />
analyst. These hands-on experiences allow students to practice skills and <strong>in</strong>crease their likelihood<br />
of transferr<strong>in</strong>g the tra<strong>in</strong><strong>in</strong>g to other situations. Given that such <strong>in</strong>struction entails<br />
work with actual <strong>in</strong>dividuals who are often <strong>in</strong> need of services, ethical constra<strong>in</strong>ts exist, the<br />
leeway for errors is small, and the breadth of exposure to different experiences (e.g., clients/<br />
students, problem behaviors, etc.) may be limited. Grey, Honan, Mcclean, and Daly (2005)<br />
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