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 />
Experimental <strong>Functional</strong> Analysis Procedural<br />
Description and Reliability Checklist<br />
A functional analysis is performed to experimentally identify the ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g variable<br />
for the <strong>in</strong>dividual’s problem behavior. This exercise is designed to maximize your acquisition<br />
of how to perform this assessment approach.<br />
1. Behaviorally def<strong>in</strong>e the problem/target behavior:<br />
2. Identify the record<strong>in</strong>g procedure used to measure the client’s problem behavior:<br />
3. Indicate the ethical issues that may be present when conduct<strong>in</strong>g a functional analysis<br />
and state how each issue will be addressed.<br />
A FAn is typically conducted us<strong>in</strong>g a multielement research design (i.e., alternat<strong>in</strong>g<br />
treatment design), <strong>in</strong>volv<strong>in</strong>g concurrently present<strong>in</strong>g two or more conditions on the same<br />
day (Mart<strong>in</strong> & Pear, 2011). All conditions are presented for at least 5 m<strong>in</strong> on an assessment<br />
day, with a brief 5-m<strong>in</strong> break between them. The order of conditions is alternated across<br />
days (e.g., Day 1: attention, demands, alone, play; Day 2: demands, alone, play, attention,<br />
etc.). At least 4-5 data po<strong>in</strong>ts are collected so that trends and levels of the problem behavior<br />
across conditions can be determ<strong>in</strong>ed. Graphed data are exam<strong>in</strong>ed to identify differential<br />
levels of the <strong>in</strong>dividual’s behavior across conditions.<br />
For the purposes of this role play simply demonstrat<strong>in</strong>g a s<strong>in</strong>gle session for each condition<br />
will suffice. Inform your audience that this session is representative of the client’s<br />
average responses that occurred across multiple sessions.<br />
Review the description, purpose, and procedure for each functional analysis condition<br />
described. Then, <strong>in</strong> your small group: (a) review the client case together; (b) assign roles (i.e.,<br />
client, therapist, director); (c) plan how to represent the case; and (d) practice perform<strong>in</strong>g<br />
the conditions that simulate the client’s level of problem behavior as depicted <strong>in</strong> the graph<br />
until mastery performance is achieved <strong>in</strong> conduct<strong>in</strong>g the functional analysis conditions.<br />
Activity developed by M. Desrochers (2010). The College at Brockport-SUNY<br />
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