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 6<br />
Team-work<br />
This exercise is a collaborative learn<strong>in</strong>g, team-based approach. Work<strong>in</strong>g <strong>in</strong> separate<br />
groups of three, college students are asked to assume key roles such as client/student, therapist/teacher,<br />
or director. The other groups serve as actively participat<strong>in</strong>g audience members<br />
dur<strong>in</strong>g the presentation of each group’s case.<br />
Skills that are <strong>in</strong>terpreted, simulated, or acted out <strong>in</strong> a role play <strong>in</strong>clude: (a) behaviorally<br />
def<strong>in</strong><strong>in</strong>g the <strong>in</strong>dividual’s challeng<strong>in</strong>g behavior; (b) identify<strong>in</strong>g the function of the<br />
<strong>in</strong>dividual’s challeng<strong>in</strong>g behavior (c) conduct<strong>in</strong>g the conditions for a FAn; (d) analyz<strong>in</strong>g<br />
graphical presentations of behavior; and (e) identify<strong>in</strong>g function-based treatments for that<br />
case. Once the scenarios have been practiced, teams present their case to other students/<br />
audience members who must complete the follow<strong>in</strong>g tasks: (a) behaviorally def<strong>in</strong><strong>in</strong>g the<br />
challeng<strong>in</strong>g behavior; (b) determ<strong>in</strong><strong>in</strong>g how to assess and record the challeng<strong>in</strong>g behavior<br />
dur<strong>in</strong>g the various functional analysis conditions; (c) analyz<strong>in</strong>g the function of the client’s<br />
challeng<strong>in</strong>g behavior; (d) determ<strong>in</strong><strong>in</strong>g the most effective treatment based on that function<br />
of the challeng<strong>in</strong>g behavior; and (e) review<strong>in</strong>g the ethical issues that may exist <strong>in</strong> the situation<br />
presented. Feedback concern<strong>in</strong>g audience members’ answers to questions is provided<br />
by the tra<strong>in</strong>er/director present<strong>in</strong>g the case.<br />
Table 22<br />
Summary of roles and duties of student/client, teacher/therapist, director/tra<strong>in</strong>er, and<br />
audience<br />
Role<br />
Student/Client<br />
Teacher/Therapist<br />
Duties<br />
Realistic presentation of problem behavior under various conditions to simulate<br />
the graphed data<br />
Accurate presentation of procedures for each functional analysis condition:<br />
attention, demand, tangible, alone, play<br />
Part I: Provide immediate performance feedback concern<strong>in</strong>g client and therapist<br />
behaviors us<strong>in</strong>g the behavior <strong>in</strong>tegrity checklist<br />
Part II: Provide audience with the context for the case (e.g., age of client, sett<strong>in</strong>g,<br />
etc.)<br />
Present questions and provide feedback to the audience to facilitate active<br />
engagement <strong>in</strong> the case, such as:<br />
Director/Tra<strong>in</strong>er<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
How would you behaviorally def<strong>in</strong>e the challeng<strong>in</strong>g behavior?<br />
What record<strong>in</strong>g method and aspect of behavior is measured?<br />
What would a graph of the challeng<strong>in</strong>g behavior and its current ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g<br />
variable look like?<br />
What features would you note to analyze the data collected?<br />
What is the function of the challeng<strong>in</strong>g behavior?<br />
What are your treatment recommendations <strong>in</strong> areas of prevention, active<br />
tra<strong>in</strong><strong>in</strong>g, and reactive?<br />
What ethical issues are present <strong>in</strong> this situation?<br />
What types of generalization are applicable <strong>in</strong> this case (stimulus<br />
generalization, response generalization, ma<strong>in</strong>tenance)? How would you<br />
program for generalization to occur?<br />
What <strong>in</strong>formation would you <strong>in</strong>clude <strong>in</strong> a BIP?<br />
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