Instruction in Functional Assessment, 2014a

More documents

Recommendations

Info

Instruction in Functional Assessment Chapter 6 Experimental Functional Analysis Procedural Description and Reliability Checklist A functional analysis is performed to experimentally identify the maintaining variable for the individual’s problem behavior. This exercise is designed to maximize your acquisition of how to perform this assessment approach. 1. Behaviorally define the problem/target behavior: 2. Identify the recording procedure used to measure the client’s problem behavior: 3. Indicate the ethical issues that may be present when conducting a functional analysis and state how each issue will be addressed. A FAn is typically conducted using a multielement research design (i.e., alternating treatment design), involving concurrently presenting two or more conditions on the same day (Martin & Pear, 2011). All conditions are presented for at least 5 min on an assessment day, with a brief 5-min break between them. The order of conditions is alternated across days (e.g., Day 1: attention, demands, alone, play; Day 2: demands, alone, play, attention, etc.). At least 4-5 data points are collected so that trends and levels of the problem behavior across conditions can be determined. Graphed data are examined to identify differential levels of the individual’s behavior across conditions. For the purposes of this role play simply demonstrating a single session for each condition will suffice. Inform your audience that this session is representative of the client’s average responses that occurred across multiple sessions. Review the description, purpose, and procedure for each functional analysis condition described. Then, in your small group: (a) review the client case together; (b) assign roles (i.e., client, therapist, director); (c) plan how to represent the case; and (d) practice performing the conditions that simulate the client’s level of problem behavior as depicted in the graph until mastery performance is achieved in conducting the functional analysis conditions. Activity developed by M. Desrochers (2010). The College at Brockport-SUNY 86
Instruction in Functional Assessment Chapter 6 Attention Condition These are the standard experimental functional analysis conditions as described by Iwata, et al., 1994/1982, JABA, 27, 197-209 and Iwata et al., 2000. Description & Rationale: The purpose of this condition is to determine if the individual’s problem behavior is due to attention positive reinforcement. Under conditions of social deprivation and in the presence of one or two adults, eye contact, physical contact, reprimands, or verbal interaction may be contributing to the individual’s problem behavior. The therapist presents verbal statements, such as “No, don’t do that” or similar comments that typically are given by others in the individual’s natural environment immediately after the individual’s problem behavior. Although it may seem counter-intuitive, even telling the individual not to do something may increase the likelihood that the behavior occurs or serves as a positive reinforcer! Note that this condition may be tailored to the specific stimuli found to correlate with the occurrence of the individual’s problem behavior based on descriptive and observational functional assessments. Attention positive reinforcement is when social reinforcers are delivered (e.g., verbal, eye contact, gestures) immediately after the behavior and the behavior is more likely to occur in similar future situations (Martin & Pear, 2011). If the individual’s problem behavior is worse under the attention condition compared to other conditions or the control conditions then this result suggests that attention positive reinforcement is maintaining their behavior. Procedure: Set the timer and begin. The therapist tells the client to play with toys and then ignores the child (i.e., no verbal interaction, eye contact, nor any other consistent reaction to the child’s behavior). The therapist ignores the child’s appropriate behavior or inappropriate behavior that is not the target behavior. The therapist can be reading a magazine or talking to another adult. If the child engages in the problem behavior, then the therapist provides attention (e.g., eye contact and “Please do not do that, you are going to hurt yourself ”) and physical contact (e.g., hand on shoulder) for 3 s. All occurrences of the client’s behavior are recorded by the therapist. Purpose Social positive reinforcement Summary Of Attention Condition 2 adults talking/ R+ -> Ø Adult reading magazine R- -> Attention Note: R+ = desirable behavior; R- = problem behavior; Ø = no response An example of what the client’s graphed levels of the problem behavior that is being maintained by attention positive reinforcement is as follows: 87
Page 1 and 2:
The Missing Link: An Introduction t
Page 3 and 4:
©2014 Marcie Desrochers & Moira Fa
Page 5 and 6:
Reviewer’s Notes Instruction in F
Page 7 and 8:
Table of Contents Preface Chapter 1
Page 9 and 10:
college students and pre-profession
Page 11 and 12:
Chapter 1 Challenging Behaviors of
Page 13 and 14:
Instruction in Functional Assessmen
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Chapter 2 The Methodology of Functi
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46: Instruction in Functional Assessmen
Page 79 and 80: Chapter 5 Teaching Functional Analy
Page 89 and 90: Chapter 6 Functional Analysis Case
Page 95: Instruction in Functional Assessmen
Page 125 and 126: Chapter 7 Resources Focus Questions
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
show all

Instruction in Functional Assessment, 2014a

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?