Instruction in Functional Assessment, 2014a

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Instruction in Functional Assessment Chapter 6 Team-work This exercise is a collaborative learning, team-based approach. Working in separate groups of three, college students are asked to assume key roles such as client/student, therapist/teacher, or director. The other groups serve as actively participating audience members during the presentation of each group’s case. Skills that are interpreted, simulated, or acted out in a role play include: (a) behaviorally defining the individual’s challenging behavior; (b) identifying the function of the individual’s challenging behavior (c) conducting the conditions for a FAn; (d) analyzing graphical presentations of behavior; and (e) identifying function-based treatments for that case. Once the scenarios have been practiced, teams present their case to other students/ audience members who must complete the following tasks: (a) behaviorally defining the challenging behavior; (b) determining how to assess and record the challenging behavior during the various functional analysis conditions; (c) analyzing the function of the client’s challenging behavior; (d) determining the most effective treatment based on that function of the challenging behavior; and (e) reviewing the ethical issues that may exist in the situation presented. Feedback concerning audience members’ answers to questions is provided by the trainer/director presenting the case. Table 22 Summary of roles and duties of student/client, teacher/therapist, director/trainer, and audience Role Student/Client Teacher/Therapist Duties Realistic presentation of problem behavior under various conditions to simulate the graphed data Accurate presentation of procedures for each functional analysis condition: attention, demand, tangible, alone, play Part I: Provide immediate performance feedback concerning client and therapist behaviors using the behavior integrity checklist Part II: Provide audience with the context for the case (e.g., age of client, setting, etc.) Present questions and provide feedback to the audience to facilitate active engagement in the case, such as: Director/Trainer How would you behaviorally define the challenging behavior? What recording method and aspect of behavior is measured? What would a graph of the challenging behavior and its current maintaining variable look like? What features would you note to analyze the data collected? What is the function of the challenging behavior? What are your treatment recommendations in areas of prevention, active training, and reactive? What ethical issues are present in this situation? What types of generalization are applicable in this case (stimulus generalization, response generalization, maintenance)? How would you program for generalization to occur? What information would you include in a BIP? 82
Instruction in Functional Assessment Chapter 6 Be able to: Audience Behaviorally define the challenging behavior Identify recording method and aspect of behavior measured Observe and record the problem behavior Analyze data collected Identify function of the challenging behavior Make treatment recommendations State the ethical issues present in this situation Program for generalization Write a BIP In this role play situation the audience is actively involved and practicing many of the decision-making skills involved in the FA process. The audience is asked by the director of the performing group to respond to key features of the case by: (a) defining the challenging behavior; (b) determining the measurement approach (i.e., frequency, duration, etc.); (c) recording levels of the problem behavior in various conditions (attention, demands, tangible, alone, play); (d) identifying the maintaining variable for the individual’s challenging behavior; and (e) designing effective interventions to decrease the challenging behavior based on the function of the challenging behavior and ethical considerations. The director provides immediate feedback for the audience’s answers in each of these topic areas. Programming for Generalization of Functional Assessment Knowledge and Skills This interactive exercise allows students to practice performing most of the steps involved in completing the FAn (see Chapter 2) and the overall FA process such as review of client case, administration of functional analysis, interpretation of data, designing effective intervention. Furthermore, use of multiple case scenarios (based on general case strategy) representing multiple perspectives (e.g., audience, and role playing a therapist, client, or director) may facilitate college students’ generalization of skills beyond the boundaries of the training cases presented (Moore & Fisher, 2007). Summary The process of FA is complex and so instructional methods to teach it must incorporate multiple strategies to ensure adequate coverage of this topic to thoroughly teach it. A FACT method is one step toward a comprehensive approach to teaching pre-professionals how to effectively assess and treat the challenging behaviors of individuals with developmental disabilities. 83
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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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Chapter 2 The Methodology of Functi
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Instruction in Functional Assessment, 2014a

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