Instruction in Functional Assessment Chapter 2 The Methodology of Functional Assessment Process and Products

Chapter The Methodology of Functional Assessment Process and Products Focus Questions ' bat is functional assessment ?

are main assessment and bow are used ?

bar are advantages and disadvantages ?

bat orbital considerations are necessary implementing assessment ?

What is Functional Assessment ?

Functional assessment ( FA ) refers to a variety of approaches , including indirect , and analysis procedures ( 2003 , Rooker , 2013 , 1994 Mueller , 2011 ) FA has been found to be useful with a wide range of behaviors and populations , such as feeding disorders ( Gale , 2011 et , 2011 ) chronic hand mouthing ( Roscoe , Zhou , 2013 ) of task behavior of children in the classroom ( Meyer , 1999 ) social avoidance ( Harper , Camp , 2013 ) aggression and behaviors ( Fritz , Hammond , Bloom , 2013 ) elopement ( Wallace , 2003 ) hand of children ( Mueller , 2001 ) hair twirling ( Stricker , 2001 ) and rumination ( Lyons et , 2007 ) spring 2013 issue ofA Analysis is devoted to research the strong empirical foundation that has contributed to the development of this approach . Furthermore , FA is a relatively tile approach that , following instruction , has been implemented by parents ( Gale , Please note that FA and treatment procedures should be performed only by and experienced individuals or under the supervision ofa individual ( 21 Board Behavior )

Instruction in Assessment , 2011 , 2013 ) students ( et , 2000 ) teachers ( Wallace , Doney , 2004 ) and staff ( Moore ( Fisher , 2007 ) The main reason for conducting a FA is to identify the possible causes of an challenging behavior so that an effective treatment can be designed ( of the variables maintaining the challenging behavior prior to designing treatment is necessary since certain treatments can be or ineffective , depending on the function of the behavior ( Pace , berger , 1994 Newcomer ( Lewis , 2004 ) Other reasons for using a FA include that it ' Is required by federal law ( 2004 ) May provide convincing evidence for treatment team and provide accountability ' May result in less use of a punishment procedure ( Is recommended by professional associations ( National American School Psychologists ) A FA approach is used to gather data regarding why the individuals challenging behavior is occurring . Challenging behaviors may serve a purpose or function for the dividual and are often a function of environmental conditions ( 2012 ) After the maintaining the individuals challenging behavior are clearly identified , it should be possible to predict the circumstances under which the behavior is likely to happen and what is causing it to recur . The motivating conditions and antecedents for the individuals challenging behavior may be altered to decrease that behavior . For example , if Mary cries and hits herself due to fatigue when her bedtime approaches , then an earlier bedtime can be arranged . Similarly , Darrell hitting and screaming for candy at the grocery store may be prevented by bringing some of his favorite snack on the shopping trip and keeping the trip short . Additionally , more appropriate behaviors that achieve the same result may be taught , called FUNCTIONAL REPLACEMENT BEHAVIOR . For example , crying when she wants her doll can be decreased by teaching her to make the sign for doll in situations where she cried to get it in the past . To decrease the likelihood that runs out of the classroom when reading class begins ( a skill for ) his teacher provides additional instruction to establish his reading skills . FA Methodology There are three main categories of functional assessment ( questionnaires , rating scales ) observational , and functional analysis . information about the conditions surrounding the behavior , asking relevant individuals questions about the behavior are initial steps . If the results of indirect and observational assessment are unclear , testing the possible maintaining variables for the individuals behavior would next be performed . See Figure of the FA process for an outline of this overall way to proceed when addressing the individuals challenging behavior . 18

Instruction in Assessment anal Assessment Screening Behavioral Definition Medical Indirect Met weds fu Functional for cha Analysis Review Research Literature Design Treatment Based on function Implement Treatment Program Genera Indirect Functional Assessments An INDIRECT FUNCTIONAL ASSESSMENT is a procedure in which information about the challenging behavior is gathered from persons who are closest to the individual , such as parent ( teachers , service providers , and aides . Rating scales , questionnaires , and views are used to gather information on potential factors that contribute to the individuals challenging behavior ( et , 1997 ) One example of an indirect assessment method is the Functional Analysis Screening Tool ( FAST ) The FAST is a that can be administered to individuals who know the person with challenging 19

Instruction in Assessment behavior well to identify antecedents and consequences correlated with the behavior ( Roscoe , 2013 ) When using an FA interview , persons who are the closest to the individual with challenging behaviors are asked to describe in detail the circumstances occurring before and after the challenging behavior , the conditions under which it occurs most and least , its characteristics , and more ( 2012 et , 1997 ) Correlated variables noted from the information during the interview can then be further examined with other types of FA . Additionally , an indirect functional assessment may be helpful with initially the challenging behavior since the relevant individuals are asked to describe exactly what the does when performing the challenging behavior . There are limitations of using an indirect FA . Since the type of data gathered with indirect methods is not based on objective direct observation , it may be laced with differing perspectives and subjective viewpoints and be prone to memory errors . For example , view data can provide much information , but can also be biased . A parent may relay during an interview that her child behavior only occurs when his dad is taking care of In this example , the parent seems to identify the father as part of the problem . In a recent study , et al . 2013 ) found that reliability , or the agreement between , using the FAST was validity of the FAST , or an outcome comparison of FAST to an experimental analysis of be , was found to be across 69 results suggest that although indirect methods , such as the FAST , can be a quick means of preliminary information about the nature of the individuals challenging behavior , additional corroborating evidence about the function of the behavior is necessary . This evidence may be obtained by the therapist or teacher conducting an observational FA . Observational Functional Assessment In an OBSERVATIONAL ASSESSMENT , the professional directly and observes the individuals challenging behavior in the natural environment , and records the circumstances surrounding the behavior ( Mace , Brown , 1993 ) One method of collecting observational assessment information is to use a TIME CHART , where a mark is made in the appropriate cell to indicate the time period and day in which a particular behavior was observed ( MacDonald , Langer , 1985 ) From this information , certain activities , events or people correlated with the occurrence of the challenging behavior can be identified as possible causes of that behavior . For example , as seen in Table below , if it is found that Sally consistently runs around and screams at 10 am , then the activity and conditions that usually occur at that time , say , during spelling , can be explored as somehow being associated with her behavior ( noisy , boring , peer attention ) and possibly contributing to it . 20

Instruction in Functional Assessment 7222212 Example of Time Data Th at least one instance of the behavior Data is collected on the antecedents , behavior , and consequences ( the OF ) as they unfold in the situation where the behavior most often occurs . This procedure of writing down in as much detail and objective a manner as possible is called ABC ASSESSMENT . An ABC functional assessment often takes place in multiple settings or under conditions ( during math , language , or physical education instruction ) so as to provide similar and contrasting information about the where the behaviors are likely to occur . The degree of consistency in of certain antecedents consequences with the behavior across sessions held across or more days is analyzed . These data may also serve as baseline information to compare the of later implementation of treatments to decrease the individual challenging behavior . Teachers , families , or may record the circumstances surrounding the individual behavior . For instance , Annette may scream when adults around her are talking and when she does this , an adult asks her to be quiet . Examples of antecedents within the learning environment may include instructional content , teacher proximity , and peer interactions . Positive for the behavior may include certain language , gestures , removal of demands , physical touch , or eye contact by teachers or other students . See Table for an example of an ABC recording data sheet . 21

Instruction in Assessment 7221212 Example Recording Data Client Barbara Beam Situation Special education class . Picture naming task with teachers assistant ( TA ) Observer Therapist People Present 15 students , teacher , TA Time Antecedent Behavior Consequence TA hold up picture , Good , Barbara , What this ?

hoose that it Picture of presented What hoose No , it a this ?

What No response Flower , say this ?

What Cry , hands , Barbara this ?

Flower What , Grab card ( it I this ) while screaming and Barbara , hands Slowly stops crying , sitting quietly , A direct observational FA can provide an objective means of gathering information that may help to substantiate indirect assessment . The data generated from an ABC recording procedure can be subjected to a of the correlated observed antecedent and consequence events to determine which events are most likely to be associated with the challenging behavior ( frequency of antecedent with behavior divided by the total number of times occurred multiplied by 100 ) However , it should be recognized that observational methods are correlational and so causal conclusions are not may be other factors involved in contributing to the occurrence of the individual challenging behavior that are involved and have not been . Functional Analysis ( FAn ) FUNCTIONAL involves an experimental test of the possible functions for the clients problem behavior ( attention positive reinforcement , tangible positive reinforcement , reinforcement ) FAn has been established as a clinically method of identifying the function of challenging behavior and treating it based on several decades of accumulated research ( Beavers , 2013 ) Using a standard FAn , attention , demand , tangible , and alone conditions are compared to a recreational control condition ( 1994 ) 22

Instruction in Functional Assessment The attention condition is conducted to determine if the individuals 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 , and verbal interaction No , don do that or similar comments that typically are given by others in the individuals natural environment are delivered immediately after the individuals behavior . Note that this condition may be tailored to the specific stimuli found to correlate with the occurrence of the individuals challenging behavior based on indirect and observational FA . The demand condition is conducted to determine if the individuals problem behavior is due to of task demands or activities ( negative reinforcement ) therapist or teacher presents an activity or instruction to complete a task that the individual has in the past ( based on interview or observational data ) had in completing even when physically guided to do so . If the individual engages in the challenging behavior at any time , then the therapist immediately turns away from the client for 30 The tangible condition is conducted to evaluate whether tangible positive reinforcement is maintaining the individuals challenging behavior . Based on information gathered from other assessments ( indirect , observational ) preferred objects are placed out of reach ( on a shelf When the individual engages in the challenging behavior , that preferred item is delivered for 30 In the alone condition , the client is in a room by with no toys or ties . Note that , as is the case in each of these conditions , all safety concerns should be addressed and appropriate precautions taken . The therapist observes the clients behavior for the purpose of data collection from a mirror or video camera . This condition involves a situation in which low levels of stimulation are present in order to test whether or automatic reinforcement is maintaining the clients problem behavior . The client is placed in the therapy room alone , without any toys or materials that would provide a source of stimulation . In the play condition , toys or activities are presented and the therapist interacts socially with the client . This condition serves as a comparison or control condition to rule out confounding variables such as the challenging behavior due to variables present in the tention , tangible , or demand conditions ( the presence of the therapist , materials , social interaction ) therapist and client are in a room with a variety of toys or leisure activities present . The therapist provides social praise and brief physical contact contingent on the clients appropriate behavior at least once every 30 Evidence regarding the function of that behavior is provided when levels of the behavior are higher in one condition compared to the other conditions . For instance , if the level of clients behavior is consistently ( across sessions or more ) greater in the demand condition than that in the other conditions , the function of the challenging behavior would be negative reinforcement . See Chapter for additional information about FAn and a description of the conditions . 23

Instruction in Assessment Research Design Functional Analysis A FAn compares the effects conditions using single participant experimental research designs . Commonly used research designs when conducting FAn include ment and designs as below . The duration of presentation of each condition is typically at least min with a brief ( break between conditions if several are presented on one day . When implementing an RESEARCH DESiGN , or a research design , the step involves measuring the dependent variable ( the challenging behavior ) during the baseline phase ( A ) when no treatment is applied ( Martin Pear , 2011 ) Once stability of the behavior has been achieved , the treatment or the independent variable ( is applied and its effect on behavior is observed . Lastly , these two phases are repeated or replicated . A convincing demonstration of the effect of the independent able on the dependent variable is provided if the behavior changes only when treatment is present and not when it is absent . In other variations of this design different treatment conditions can be compared as opposed to including a baseline comparison . In the data presented in Figure below , the use of an research design in a FAn to test the effects of easy versus school work on the behavior of a child in the classroom is levels behavior are greater when school work is presented compared to when easy school work is presented . Intervention can be designed to provide the child with greater assistance or teach the child to ask for assistance when school work is given . An example design ta text work an one Easy Easy 120 Amount of behavior Sessions An example of use of an research design to test the effects of easy versus school work on the behavior with one child . With a RESEARCH DESiGN two or more conditions or treatments ( independent variable ) are alternated rapidly ( treatments A and are conducted in 24

Instruction in Assessment one day or during the same hour ) This design is also known as alternating treatment or simultaneous treatment research design ( Martin Pear , 2011 ) The conditions are across days ( Day attention , demands , alone , play Day demands , alone , play , attention , etc . to reduce the confounding of order . Like an research design , the purpose of the research design is to determine which of several or treatments produce a change in the behavior of interest . The in levels of the challenging behavior between conditions is evaluated to determine which condition the behavior most . In the following graphical presentation of FAn seen in Figure , the frequency of aggressive behavior is highest in the attention condition compared to the other conditions providing experimental evidence that attention positive reinforcement is maintaining the individuals aggressive behavior . Figure An example design in determine tbe , play , and tangible an an individual frequency Demands Play Frequency of Aggressive Behavior . Lu ! 00 to Days The following is an example of the steps involved in conducting Example of a functional analysis procedure using a research design ' the problem ' In a controlled setting , present 10 min where the attention condition is in and instances of the problem behavior are ' min ' Present 10 min of the demand condition ' min break ' Present 10 min play condition ' min break 25

Instruction in Assessment ' Present 10 min condition ' On day , repeat above with randomized order of ' Repeat for more days or more depending on the stability of the data Data Analysis At least five data points are collected for each condition so that trends , levels of the problem behavior , and data points across conditions can be compared . data are examined to identify differential levels of the individuals behavior across data patterns are analyzed by examining stability , trends , overlapping data points , and magnitude of effect observed for the test conditions compared to the control ( recreation ) condition ( Martin . Pear , 2011 ) If variability in the data pattern or overlapping data patterns are observed , then additional sessions may need to be conducted until stability and differentiation of the levels of behavior in each condition is reached to allow an interpretation of the results ( see . 2013 for more ) Advantages and Disadvantages of FAn Like the other FA methods , there can be advantages and disadvantages to using a functional analysis approach . The major advantage of FAn is that it provides the most accurate information about the function of the individuals behavior ( Floyd , 2005 et , 2013 ) FAn is the only method that yields a cause and effect interpretation of the findings . Since this approach uses an experimental method that manipulating conditions ( attention , alone , demand , or demand conditions ) while controlling or holding constant other potentially confounding factors ( play condition ) the results from a FAn can be used to identify the specific factors maintaining the problem behavior . In a comparison of indirect , observational , and FAn methods to identify the tion of the challenging behavior of seven children with autism , et al . 2009 ) found that indirect and FAn methods produced more conclusive findings for all seven children than an observational method did . In contrast , Alter , Conroy , and ( 2008 ) found correspondence between FA observational methods and FAn and less correspondence with indirect FAn methods when identifying the function of challenging behavior with four young males . Additionally , in Taylor and ( 1994 ) study , the functions of students challenging behavior based on observations of teachers interaction with their students in the classroom predicted experimentally functions of those behaviors . There are notable limitations to using a FAn . When the problem is multiply mined or low rates of occurrence of the challenging behavior exist , then interpretation of the results of a functional analysis may be . Another disadvantage is that the function of the challenging behavior may not always be readily identified using the functional analysis conditions ( attention , tangible , demand , control ) In which case , tailoring the conditions used in a functional analysis to the individuals circumstances may be necessary . et al . 2013 ) describe how the maintaining variables for over 26

Instruction in Assessment 90 of 176 inpatient cases of individuals with intellectual disability and severe challenging behaviors were as a result of conducting a series of more or idiosyncratic FAn . Researchers have attempted to address the with conducting FAn , such as the ethical issues when targeting harmful behaviors ( 2012 ) As one approach , may be to reduce the threat of harm to the individual due to provocation of the challenging behavior during the assessment conditions . For instance , conditions may be a single trial ( rather than sessions ) and embedded in ongoing activities in the individuals environment ( Bloom et , 2011 Bloom , Lambert , 2013 ) Other approaches entail measuring precursor behaviors instead of the actual challenging behavior ( Fritz et , 2013 ) or latency to engage in the challenging ( et , 2013 ) A summary of the types of FA and their advantages and disadvantages can be seen in the Table below . 7221212 A summary type afFA and advantages and Types of FA Description Advantages Disadvantages Bias I . Interviews , rating A lot of information , Memory scales surveys quick ot in Not as accurate as FAn Correlational information Possible causes Not as accurate as FAn ABC observations observing behavior may Time charts ideas about May miss important variables functions of behavior Observational Low rate behaviors may be to observe Can be unethical to conduct if the behavior is severe and harm may occur May not discover cause if multiple variables exist Must be extended across days if low frequency behaviors . Functional Clear cause of behavior Analysis ( FAn ) yi may be Multiple treatment interference or carr over with tangible , alone ) Iy . designs The data may be incorrectly interpreted May neglect other relevant variables ( physiological , idiosyncratic variables ) 27

Instruction in Assessment Family Contribution to Assessment of the Challenging Behavior Families play an essential role in providing necessary information for early detection and diagnosis , assessment , and are often involved in implementing interventions ( Friend . Cook , 2007 ) Early detection followed by intervention provides the best chance of term outcomes for children with challenging behaviors ( Shapiro . 2013 ) Understanding the family and their CULTURE is necessary when assessing an challenging behavior . Cultural differences may involve any combination of age , ethnicity , social class , sex , language , religion , sexual orientation , ableness ( special needs ) and nationality . For instance , a family may come from cultural with very different viewpoints about education and appropriate child behaviors and this may be involved with the occurrence of the individuals challenging behaviors . The more different the cultural background of the family , the more likely that the individuals involved will face cultural resulting from those differences ( Brown , 2010 ) is especially true when sensitive topics or cultural incidents occur . Understanding the family and the cultural context of the family is critical to a comprehensive assessment and treatment . Professionals must ensure that families are part of the process and strive to build a positive , strong with the family . Ethical Considerations A number of ethical issues should be considered before undertaking an FA . Ethical principles or procedures refer to rules that professions or organizations have specified to ensure survival of the culture ( Skinner , 1953 ) Abiding by ethical considerations protects the client and others and can contribute to high quality care for the overarching ethical considerations are do no harm , right to privacy , and CONSENT . Several federal laws mandate assessment , evaluation , and interventions with persons with ties , including Individuals with Disabilities Education Act , Americans with Disabilities Act , the Buckley Amendment of Families Equal Right to Privacy Act ( and other state and local policies . Professionals should be about these laws and policies and act accordingly . Other ethical factors specific to the FA process include informed consent from the individual and family to perform FA and determine acceptability of treatment procedures , competence of the professional , adequate and appropriate behavior measures of baseline , treatment , and to allow objective and fair evaluation of treatment effectiveness , the choice of a least restrictive alternative or intervention path , and the right to effective treatment based on research based intervention practices . Table lists professional organizations in psychology and education that describe ethical lines , principles , and procedures . 28

Instruction in Assessment guidelines , principles , and procedures by ar American Psychological Association Behavior Analyst Board ( 2010 ) Guidelines for Responsible . Education 200 Standards , Standard Council for Exceptional Children . 2009 ) every special must know , standards , and guidelines ) Retrieved on August from . According to Friend and Cook ( 2007 ) all assessment procedures must meet the owing ethical guidelines ' Must be nondiscriminatory on a racial , cultural , and linguistic ' Instruments must be valid and ' Administration is by trained ' Testing format must take into account possible impact of the suspected ' Testing must be in the language with which child is most ' Include a variety of assessment tools and techniques . Discussion Questions . What are the basic tenets of an FA approach ?

What are the three ways in which FA can be conducted ?

What are their advantages and disadvantages ?

When would you use one or the other types of FA ?

29 Instruction in Assessment . Speculate about the possible involved in evaluating challenging behavior . How can competency in performing FAs be established with college students who are entering professions where they may work with individuals with challenging behavior ?

What are important ethical considerations when assessing and treating the challenging behaviors of individuals with developmental disabilities ?

Exercise Case Study Simulation Jimmy is a fifth grade student who has been in and out of five foster homes over the course of his life . does not have many friends , due in part to his frequent transitions to new schools and homes . Jimmy is currently placed with a loving older couple who want to stabilize his daily life . Jimmy is very quiet and shy , often described as sullen by previous teachers . He participates in noxious behaviors , such as vomiting and spitting , when asked to complete a task that he doesnt like or want to do . Using the approaches described in this chapter , evaluate problem behavior by answering the following questions . Propose a behavioral definition for challenging behaviors . Ad lib as needed . 30

Instruction in Assessment . How would you begin to investigate the reasons for this behavior ?

What indirect methods of FA be used to evaluate this problem behavior ?

What questions would you ask of the adults who are most in life ?

What might be a plausible maintaining variable for challenging behavior ?

Plan how you would conduct a FAn to determine if your hypothesis for the function of challenging behavior is correct . Draw a graph that depicts the results of a FAn that illustrates that function . 31 Instruction in Assessment . Which type of FA method would provide you with the best evidence concerning the function of challenging behavior ?

What ethical issues are involved with assessment and treatment of behavior ?

Exercise Interpreting Functional Analysis Search for a research article in the library databases that involves use of functional analysis and treatment effectiveness evaluation and complete the following . Write an reference . Describe the client and general background . define the target behavior . Summarize the functional analysis conditions 32

Instruction in Assessment . Describe the functional analysis results . Identify the maintaining variable for the individuals problem behavior . Identify effective treatments and explain how knowledge of functional analysis led to that design . Summarize what ethical procedures were used in the study . 33