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 />
Be able to:<br />
Audience<br />
<br />
<br />
<br />
<br />
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<br />
<br />
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<br />
Behaviorally def<strong>in</strong>e the challeng<strong>in</strong>g behavior<br />
Identify record<strong>in</strong>g method and aspect of behavior measured<br />
Observe and record the problem behavior<br />
Analyze data collected<br />
Identify function of the challeng<strong>in</strong>g behavior<br />
Make treatment recommendations<br />
State the ethical issues present <strong>in</strong> this situation<br />
Program for generalization<br />
Write a BIP<br />
In this role play situation the audience is actively <strong>in</strong>volved and practic<strong>in</strong>g many of the<br />
decision-mak<strong>in</strong>g skills <strong>in</strong>volved <strong>in</strong> the FA process. The audience is asked by the director of<br />
the perform<strong>in</strong>g group to respond to key features of the case by: (a) def<strong>in</strong><strong>in</strong>g the challeng<strong>in</strong>g<br />
behavior; (b) determ<strong>in</strong><strong>in</strong>g the measurement approach (i.e., frequency, duration, etc.); (c)<br />
record<strong>in</strong>g levels of the problem behavior <strong>in</strong> various conditions (attention, demands, tangible,<br />
alone, play); (d) identify<strong>in</strong>g the ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g variable for the <strong>in</strong>dividual’s challeng<strong>in</strong>g<br />
behavior; and (e) design<strong>in</strong>g effective <strong>in</strong>terventions to decrease the challeng<strong>in</strong>g behavior<br />
based on the function of the challeng<strong>in</strong>g behavior and ethical considerations. The director<br />
provides immediate feedback for the audience’s answers <strong>in</strong> each of these topic areas.<br />
Programm<strong>in</strong>g for Generalization of<br />
<strong>Functional</strong> <strong>Assessment</strong> Knowledge and<br />
Skills<br />
This <strong>in</strong>teractive exercise allows students to practice perform<strong>in</strong>g most of the steps <strong>in</strong>volved<br />
<strong>in</strong> complet<strong>in</strong>g the FAn (see Chapter 2) and the overall FA process such as review of<br />
client case, adm<strong>in</strong>istration of functional analysis, <strong>in</strong>terpretation of data, design<strong>in</strong>g effective<br />
<strong>in</strong>tervention. Furthermore, use of multiple case scenarios (based on general case strategy)<br />
represent<strong>in</strong>g multiple perspectives (e.g., audience, and role play<strong>in</strong>g a therapist, client, or<br />
director) may facilitate college students’ generalization of skills beyond the boundaries of<br />
the tra<strong>in</strong><strong>in</strong>g cases presented (Moore & Fisher, 2007).<br />
Summary<br />
The process of FA is complex and so <strong>in</strong>structional methods to teach it must <strong>in</strong>corporate<br />
multiple strategies to ensure adequate coverage of this topic to thoroughly teach it. A FACT<br />
method is one step toward a comprehensive approach to teach<strong>in</strong>g pre-professionals how<br />
to effectively assess and treat the challeng<strong>in</strong>g behaviors of <strong>in</strong>dividuals with developmental<br />
disabilities.<br />
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