Instruction in Functional Assessment, 2014a

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Instruction in Functional Assessment Chapter 5 2. How could you teach Carly to conduct a functional analysis to identify the function of the tantrum behavior? 3. How would you teach Carly to implement a DRO procedure? 4. Describe the steps you would use to teach Carly to correctly implement DRO and attention extinction. 5. How could you promote Carly’s generalization of decision-making skills to new situations and client cases? 6. What ethical considerations are necessary in this case? 78
Chapter 6 Functional Analysis Case Training/FACT Focus Questions: How can functional analysis best be taught? What are the components that need to be taught in the functional assessment process as a whole? What is FACT and how does it differ from previous approaches to teaching functional assessment? A Plan to Teach the Process of Performing a Functional Assessment FA is a complex subject that requires an extensive knowledge-base, clinical decisionmaking skills, and performance components. In Chapter 2 the different types of FAs were described. In Chapter 3 treatment procedures were covered. Chapter 4 reviewed instructional approaches to establish students’ knowledge and clinical decision-making skills. Lastly, Chapter 5 addressed how performance-based training could be used to teach the skills involved with conducting functional analysis. The focus of this chapter is to provide a method to practice the process of FA and the multiple steps that comprise it. See Table 21 below for a list of the steps involved in conducting a FA.
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The Missing Link: An Introduction t
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©2014 Marcie Desrochers & Moira Fa
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Reviewer’s Notes Instruction in F
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Table of Contents Preface Chapter 1
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college students and pre-profession
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Chapter 1 Challenging Behaviors of
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Instruction in Functional Assessmen
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Chapter 2 The Methodology of Functi
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Instruction in Functional Assessment, 2014a

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