Instruction in Functional Assessment, 2014a

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Instruction in Functional Assessment Chapter 6 As can be seen in the graph, frequency of the client’s aggressive behavior is greater in the attention condition compared to the demands and play conditions. This provides experimental evidence that the client’s problem behavior is being maintained by attention positive reinforcement. 88
Instruction in Functional Assessment Chapter 6 Treatment Integrity Checklist—Attention Condition Instructions: This checklist may be used for training purposes and for determining treatment fidelity in implementation of the attention functional analysis condition. Place a √ in the box beside the relevant procedural step if the therapist performed it correctly; an X if incorrect; or an (an omission or no response) if the procedural step did not occur at all when it should have. Client: Therapist: Date: Session time began: Ended: Problem behavior defined: While the therapist is reading a magazine or talking with another adult, was the following done? Notes: Client told to play with toys or engage in some activity Client’s appropriate behavior ignored Client’s inappropriate behavior ignored Social attention and physical contact delivered to client when target behavior occurred Behavior outcome recorded on the data sheet 5 min duration of session Performance-based feedback Steps performed well: Steps that need correction: 89
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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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