Instruction in Functional Assessment, 2014a

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Instruction in Functional Assessment Chapter 6 FACT Hand-Outs for Students Purpose of the Activity: To provide you with invaluable hands-on experience with an assessment/treatment approach that has been experimentally-validated for use with a variety of populations and problems. To provide you with the tools that will be useful to you in your career. To provide you with the skills and knowledge that potential employers seek! Instructions: 1. You and your group members should first carefully read your selected research article and summarize the main points. Pay close attention to the client’s behavior, procedure, and results of the functional analysis conditions. Review those areas with your group members once everyone has read the article or its summary. 2. Assign roles (alternate roles so that everyone has an opportunity to perform each role) including client, researcher/practitioner, and trainer. Client Role: Read the participant description section of the article you are assigned and simulate the behaviors that are described. Scrutinize the graphical presentations of the data and be prepared to approximately portray those levels of the client’s behavior in each condition (e.g., demands, alone, attention, etc.). Teacher/Therapist Role: Read and review the procedure for each functional analysis condition. You will be implementing that procedure with your simulated client and collecting data on that person’s behavior. Director/Trainer Role: Your duties are to describe the client to your “audience,” announce conditions, score the researcher’s behavior and provide performancebased feedback to your researcher/practitioner evaluating his/her completion of the steps involved in completing each FAn condition. 3. Practice conducting the functional assessment with performance-based feedback. Director/Trainer introduces the problem situation and describes the client and the setting. Teacher/Therapist conducts the brief sessions and collects data on the client’s behavior. Director/Trainer announces the condition and collects data regarding researcher’s/practitioner’s performance. For each functional analysis condition (conduct it for only 5 min maximum), the client and Teacher/Therapist simulate the process. Review the procedures to conduct the condition. Conduct the condition. At the end of simulated experience trainer provides constructive feedback to Teacher/ Therapist (i.e., praise aspects of the procedure done well and indicate areas needing improvement). If needed (
Instruction in Functional Assessment Chapter 6 Reflect and evaluate your performance as to whether you engaged in all steps required to conduct FA. Some research suggests that self-reflection can enhance one’s performance (Fallon, Ackley, & Brown, 2003). For instructional purposes, perform the functional analysis live in-class or video-taped for your classmates! Your audience will be required to “collect data” as you perform the conditions using the checklist for determining treatment fidelity (see below) and so be sure to make the conditions in keeping with the data and as realistic as possible. Activity developed by M. Desrochers (2010). The College at Brockport-SUNY 85
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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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