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 />
FACT Hand-Outs for Students<br />
Purpose of the Activity:<br />
<br />
<br />
<br />
To provide you with <strong>in</strong>valuable hands-on experience with an assessment/treatment<br />
approach that has been experimentally-validated for use with a variety of<br />
populations and problems.<br />
To provide you with the tools that will be useful to you <strong>in</strong> your career.<br />
To provide you with the skills and knowledge that potential employers seek!<br />
<strong>Instruction</strong>s:<br />
1. You and your group members should first carefully read your selected research article<br />
and summarize the ma<strong>in</strong> po<strong>in</strong>ts. Pay close attention to the client’s behavior, procedure,<br />
and results of the functional analysis conditions. Review those areas with your group<br />
members once everyone has read the article or its summary.<br />
2. Assign roles (alternate roles so that everyone has an opportunity to perform each role)<br />
<strong>in</strong>clud<strong>in</strong>g client, researcher/practitioner, and tra<strong>in</strong>er.<br />
Client Role: Read the participant description section of the article you are assigned<br />
and simulate the behaviors that are described. Scrut<strong>in</strong>ize the graphical<br />
presentations of the data and be prepared to approximately portray those levels<br />
of the client’s behavior <strong>in</strong> each condition (e.g., demands, alone, attention, etc.).<br />
<br />
<br />
Teacher/Therapist Role: Read and review the procedure for each functional<br />
analysis condition. You will be implement<strong>in</strong>g that procedure with your simulated<br />
client and collect<strong>in</strong>g data on that person’s behavior.<br />
Director/Tra<strong>in</strong>er Role: Your duties are to describe the client to your “audience,”<br />
announce conditions, score the researcher’s behavior and provide performancebased<br />
feedback to your researcher/practitioner evaluat<strong>in</strong>g his/her completion<br />
of the steps <strong>in</strong>volved <strong>in</strong> complet<strong>in</strong>g each FAn condition.<br />
3. Practice conduct<strong>in</strong>g the functional assessment with performance-based feedback.<br />
Director/Tra<strong>in</strong>er <strong>in</strong>troduces the problem situation and describes the client and<br />
the sett<strong>in</strong>g.<br />
Teacher/Therapist conducts the brief sessions and collects data on the client’s<br />
behavior.<br />
Director/Tra<strong>in</strong>er announces the condition and collects data regard<strong>in</strong>g researcher’s/practitioner’s<br />
performance.<br />
For each functional analysis condition (conduct it for only 5 m<strong>in</strong> maximum),<br />
the client and Teacher/Therapist simulate the process.<br />
Review the procedures to conduct the condition. Conduct the condition. At the<br />
end of simulated experience tra<strong>in</strong>er provides constructive feedback to Teacher/<br />
Therapist (i.e., praise aspects of the procedure done well and <strong>in</strong>dicate areas<br />
need<strong>in</strong>g improvement). If needed (