Instruction in Functional Assessment Chapter 4 Teaching Functional Assessment Content

Chapter Teaching Functional Assessment Content and Process Focus Questions ' How can knowledge ( FA ) be ?

How can involved in completing a be ?

The complex repertoire involved in using FA when designing interventions to decrease challenging behaviors of individuals with developmental disabilities requires knowledge and skills across diverse topic areas . Learning goals , objectives , desired behaviors , and criteria must be specified to pave the way for identification of appropriate instructional methodology and assessment approaches ( Hendrix . 1971 Vargas , 2009 ) An instructional analysis should clearly identify the requisite and the prerequisite knowledge and skills to attain those learning goals and objectives ( Dick , Carey , Carey , 2009 ) Sources for the Content Domains for Assessing and Treating Challenging Behaviors A solid grasp of basic behavioral principles and procedures is essential to understanding the underpinning of challenging behaviors and the ways in which they can be modified . Since the individuals behavior and environment are being manipulated , ethically , the student must have a of both the theoretical basis for behavioral approaches and how to correctly implement practices . Important topics for college students to know include behavioral principles and procedures , behavioral , ethics , methods of recording behavior , analyzing graphs , single participant research designs , functional assessment , intervention strategies , and evaluating treatment

Instruction in Assessment ness , to name a few . Additionally , selection of effective interventions by professionals must occur in response to varying client characteristics and situations and so programming for generalization must be included in the curriculum . These topics were reviewed in Chapters and . content in the area of FA that BEHAVIOR ( ABA ) and how to use it to teach others socially behaviors can be found in multiple sources including textbooks , research articles , and professional body resources . Essential topics can be gleaned from a review of the table of contents of the many textbooks available in the area ( eg , Cooper et , 2007 Fisher , Piazza , 2011 Martin . Pear , 2011 , 2012 see Chapter for more ) Likewise , training programs have carved out relevant topics to teach staff members that cover the gamut of ABA and how to apply it in various to teach individuals desirable skills and decrease challenging behaviors ( Bass , 2010 ) Common topics include of ABA , a history of its development and philosophical roots , behavior and measuring it , positive reinforcement , negative reinforcement , prompting and fading , shaping , chaining , stimulus control , single participant research designs , ethics , schedules of reinforcement to increase and decrease behavior , designing programs , gies , and more . Assessment of Professionals Competency in Assessing and Treating Challenging Behaviors The Behavior Analyst , provides standardized of applicants knowledge of the requisite topics to determine if a professional is competent to deliver ABA assessment and treatment procedures to those who need it . The is a nonprofit organization founded in 1998 to evaluate whether professionals have the appropriate coursework , knowledge , and experience to meet the high standards needed to provide quality care to the whom they serve ( see for more ) For example , to obtain certification at the Masters level , or become a board certified behavior analyst ( current requirements include a Masters degree in a relevant ( psychology , special education ) 225 hours of approved coursework , 1500 hours of supervised experience , and successfully passing a standardized exam . The Task List , now in its edition , was created by content area experts and Job Task List surveys of representative to guide course development , exam content , and plication preparation ( see Newsletter 05 for more ) Thus , a clearly specified content task list and assessment procedure exists to evaluate whether an applicant demonstrates knowledge of the relevant information . 55

Instruction in Assessment Instruction in Assessing and Treating Challenging Behavior To teach someone the complex repertoire involved with addressing an individuals behaviors involves a variety of instructional methods ( readings , cooperative group activities , case presentation ) to achieve the desired learning outcomes ( factual knowledge , synthesis , application , in verbal or written forms ) There are a variety of instructional approaches available including traditional instructional methods , course systems , and simulations . Traditional Instructional Approaches Instruction in ABA content , including FA , to provide the basic background knowledge can be delivered by textbooks , courses , and programs ( see Chapter for a resource list ) There are also many undergraduate and graduate programs offered by universities with curriculum that meet approval from the based on a review of their content and experience requirements ( Institutions of higher education around the world are increasingly offering this certificate program ( Shook , 2005 Shook . 2005 ) The current list of approved programs can be found at ?

Course Instructional Systems To ensure that college students become proficient in behavioral principles and , effective instruction may involve clearly stated objectives , competent models , frequent responding opportunities , immediate feedback , and learning ( Hummel , 2004 ) Two course systems that incorporate these components and are are and . Personalized System ( uses a Keller System of Instruction to generate a high rate of student responding and review of course material ( Pear , 1999 Pear . 1988 ) instructor divides course material into small , manageable units ( approximately units for a typical college course ) and creates short answer study questions that tap into a full range of level ( factual , synthesis , analysis , application ) After the student studies a unit of material and answers the study questions regarding it , he or she is able to take the quiz . ting in front of a computer , the software presents the student with three randomly assigned questions and the student types answers to each into designated boxes on the computer screen ( Pear . 1999 ) After submission of the completed quiz , the instructor two students randomly assigned by to be peer provide typed feedback concerning the quality of the answers , typically within 24 hours . Each short answer question is provided with feedback on accuracy and completeness , and the quiz is assigned a pass or restudy by the proctor . If the students quiz is designated 56

Instruction in Assessment a restudy then the student receives another set of randomly assigned questions for that unit when the student retakes that unit quiz after a 24 hour period to allow for additional studying . A pass designation on a quiz by a proctor allows the student to take the quiz for the next unit . In addition to immediate feedback , another important feature of this system is that the student can progress through the material at his or her own rate , taking quizzes once prepared to do so . Mastery learning of written answers to questions and repeated exposure to the material is the heart and soul of this approach . Learning the material well before the student proceeds to the next unit ensures a solid to draw from when learning advanced concepts . Teaching critical thinking in a social environment allows students to acquire pivotal skills that will help them in other situations ( reading carefully , critical thinking , formulating arguments ) Past research supports the instructional effectiveness of the approach for use with college students ( Pear , Silva , Lambert , 2011 . Pear , 2011 ) and also may be useful for teaching how to use applied procedures ( Pear , 2012 ) See for more . is another method that involves immediate feedback and frequent testing to increase students acquisition of course content ( Lambert , Robertson , 2011 ) Like , a study guide with a range of question and covering small amounts of material is completed by students . During half of each class , students come to class prepared to discuss the answers to these unit questions in small groups and earn quality points for their effort . Students also evaluate the quality of their own session and note any with the material which is addressed by the instructor at the start of the next class . Single participant research evaluating has found greater active student responding compared to traditional class instruction with a class of 24 master level special education students ( Mason , 2012 ) Moreover , Pope , Truelove , and Williams ( 2012 ) found higher exam scores when was used compared to lectures when the two methods were alternated across classes . Teaching the Clinical Underlying Functional Assessment The FA process requires many steps such as What characteristics of the individuals challenging behavior best define and describe it ?

Which types of FA should be used to gather information about the function of the challenging behavior ?

How can the FA data be analyzed and interpreted to arrive at a functional hypothesis for the challenging behavior ?

What is the quality of the evidence , based on the advantages and disadvantages of each assessment method and the degree of corroborating assessment outcomes ?

Which treatments are best for the clients circumstances ( characteristics , situation , significant others ) given the results of the FA ?

Simulation is one method of programming educational experiences that may help to bridge the gap between classroom or online instruction and the application of relevant clinical knowledge , and skills in the target environment ( 2011 ) Simulations involve the presentation of the relevant variables found in a complex situation to allow the learner to manipulate , problem solve , actively 57

Instruction in Assessment engage in , and experience the consequences typical of those actions in the ( Brown , 1999 ) Simulations may be an effective approach for teaching the skills associated with using the results of functional assessment to select effective treatments . Simulations have been used to teach medical procedures ( Mac , Chee , 2012 ) pharmaceutical skills ( 2011 ) functional assessment ( Clemmons , Grady , 2000 , 2006 , House , Seth , 2001 ) and social work skills ( 2003 ) among others . Simulations have been effectively used to teach staff complex skills such as ( which is a method of teaching new skills to individuals with developmental disabilities ( et , 2013 ) In et computerized training system an interactive virtual child with autism provides both assessment and training in declarative and procedural knowledge of . As another example , Second Life , an online game was utilized to provide education students with practice using the required to respond to tive students in a simulated classroom ( Bryant , Brown , Kim , 2010 ) Preliminary subjective evaluations by 16 undergraduate teacher education students were generally favorable regarding the effectiveness of the simulated classroom experience in providing experience in how to engage in classroom management . No information was collected on whether these students could implement these skills in actual classroom situations . in Developmental is an example of a multimedia program designed to provide students and staff with the opportunity to acquire and practice the clinical skills to decrease challenging behaviors . During the computer simulation , the student assumes the role of a clinician whose professional duties involve use of functional assessment and treatment of the severe problem behavior ( aggressive , injurious , or disruptive behaviors ) displayed by an individual with disabilities . The college student proceeds through referral , problem , assessment , functional hypothesis , and treatment stages . The results of experimental studies suggest that can be an effective method of providing students with practice in involved with FA ( Clemmons , Grady , Justice , 2000 , House , Seth , 2001 ) Advantages to using simulations include that it can be , safe , and ethical compared to re world field experiences . Simulations can also be structured to expose the student to the full range of possibilities in a relatively short time to maximize learning . When using simulations , students are actively involved in completing the training task and in clinical . Moreover , some research indicates that high fidelity human simulation assessment may be related to critical thinking ( et , 2010 ) Direct and specific instruction is necessary to ensure that the therapist is in engaging in the skills that lead to the individuals behavior change ( 1995 How to teach someone to conduct a functional analysis is the focus of Chapter . 58

Instruction in Assessment Discussion Questions . What are the characteristics of effective instructional methods to teach FA content ?

Defend your points . Critically evaluate use of a simulation approach compared to traditional classroom instruction as a method of teaching FA . 59 Instruction in Assessment Exercise Case Simulations Client Case Simulation Instructions The following material represents information for a particular case . Please review the referral form and functional analysis data and answer the questions on the work sheet on page 66 . Referral Form Referring Agent School Nursing staff Client Andrew Age 12 years Diagnosis Profound intellectual disability , communication skills , or What is the problem ?

Andrew spits on the , causing germs to be spread . A lot of the kids crawl around on the and then put their hands in their mouth . It is nasty stuff How long has the problem been occurring ?

He has been doing this ever since I can remember . How severe would you consider the problem behavior ?

Because of how colds and other illnesses spread , I think that this is a real big problem . What are your present methods of dealing with it ?

We constantly tell him not to do this and wipe his mouth so that no spit is available but somehow he always gets it out and it soon goes onto the . The following FA data were collected . Three conditions , as described below , were tested to determine the maintaining variable ( for Andrew challenging behavior . 60

Instruction in Functional Assessment 100 , so . 40 ! Sessions Demand condition Andrew and the teacher are seated at a table in ' therapy room . Andrew is presented with educational tasks from his Individualized Education Plan ( These tasks should be those that Andrew has not learned . The teacher ' resents the task materials and an instruction for Andrew to perform the task ( placed a ball and cup in front of Andrew and says , Point to the ) If Andrew fails to respond or responds incorrectly then the therapist removes the task materials , turns away for , the task , and provides successive degrees of assistance until a correct response is made ( gestures , modeling , and physical guidance to provide Andrew with the cues to perform the correct responses ) After prompted or unprompted correct responses , the teacher delivers social praise . After an occurrence of the problem behavior the teacher turns away , removes the materials , and ignores Andrew for 30 Social disapproval condition Andrew and teacher are in the therapy room together . Andrew is provided with a variety of activities . The teacher sits several feet away from Andrew and pretends to be busy at work . After each occurrence of Andrew challenging behavior , the teacher presents a negative comment ( You shouldn spit , good boys don do that , Please don do thatl ) The teacher ignores any other behavior displayed by Andrew . Alone condition Andrew is placed in the therapy room alone without any . 61

Instruction in Functional Assessment Client Case Simulation Instructions The following material represents information for a particular client case . Please review the referral form and functional analysis data and answer the questions on the work sheet on page 66 . Referral Form Referring Agent Teacher Client Laurie Anne Harish Age 15 years Diagnosis Profound intellectual disability , communication skills , autism spectrum disorder What is the problem ?

Laurie Anne is very to work with . Whenever I give her a sorting task , which she can do when she wants to , she throws a ! I can not get her to do a lick of work . How long has the problem been occurring ?

She has been doing this for the past months and it has been steadily getting worse . How severe would you consider the problem behavior ?

Well , she is not meeting her goals for the week and I end up having to work with the other kids since she is not getting anywhere . What are your present methods of dealing with it ?

I tell her at the start of the day what we will be doing , but then once we get at our work station she immediately builds up for her typical of hollering and fussing and I cant get anything done with her . I end up just letting the session go because her behavior is just too bad to work with and I dont want anyone getting hurt . The following FA data were conditions , as described be ow , were tested to determine the maintaining variable ( for Laurie Anne Harish problem behavior . 100 Demands 50 Disapproval Behavior 33 Percent Intervals with Occurrence of Problem Days Demand condition Laurie and the therapist are seated at a table in the therapy room . Laurie is presented with educational tasks from her Individualized Education Plan ( These tasks should be those that Laurie has not learned . The therapist presents the task materials and an instruction for Laurie to perform the task ( placed a ball and cup 62

Instruction in Assessment in front of Laurie and says , Point to the ) If Laurie fails to respond or responds incorrectly then the therapist removes the task materials , turns away for , the task , and provides successive degrees of assistance until a correct response is made ( gestures , modeling , and physical guidance to provide the client with the cues to perform the correct responses ) After prompted or unprompted correct responses by Laurie , the therapist delivered social praise . After an occurrence of the problem behavior the therapist turns away and ignores Laurie for 30 Social disapproval condition Laurie and therapist are in the therapy room together . Laurie is provided with a variety of preferred activities . The therapist sits several feet away from Laurie and pretends to be busy at work . After each occurrence of the challenging behavior by Laurie , the therapist presents a negative comment ( You do that Please dont do thatl ) The therapist ignores any other behavior displayed by Laurie . Alone condition Laurie is placed in the therapy room alone without activities or other . 63

Instruction in Functional Assessment Client Case Simulation Instructions The following material represents information for a particular client case . Please review the referral form and functional analysis data and answer the questions on the work sheet on page 66 . Referral Form Referring Agent Evening Client Andy Smith Age years Diagnosis Profound intellectual disability , communication skills , visual impairment What is the problem ?

In the middle of the night , at about , Andy comes out of his room and begins hollering . He cant be quieted very easily . Sometimes he on the and bangs his head on the in a temper tantrum . How long has the problem been occurring ?

He has been doing this for the past months and it has been steadily getting worse . How severe would you consider the problem behavior ?

These wake up the other residents . Andy sometimes breaks open the skin on his head and hurts himself . So I believe it is very severe . What are your present methods of dealing with it ?

I generally call the supervisor who comes to the residence . He can often stop his by giving him pudding . It seems to really calm him down . The following FA data were conditions , as described below , were tested to determine ' maintaining variable ( for Andrew challenging behavior . The following FA data were collected by your assistant . Three conditions , as described below , were tested to the maintaining variable ( for Andy Smith challenging behavior . done slum Sessions Demand condition Andy and the therapist are seated at a table in the therapy room . Andy is presented with educational tasks from his Individualized Education Plan ( These tasks should be those that Andy has not learned . The therapist presents the task materials and an instruction for Andy to perform the task ( placed a ball and cup in front of Andy and says , Point to the ball ) If Andy fails to respond or responds incorrectly then the therapist removes the task materials , turns away for , the task , and 64

Instruction in Assessment provides successive degrees of assistance until a correct response is made ( gestures , modeling , and physical guidance to provide Andy with the cues to perform the correct ) After prompted or unprompted correct responses by Andy , the therapist delivers social praise . After an occurrence of the challenging behavior the therapist turns away and ignores Andy for 30 Social disapproval condition Andy and therapist are in the therapy room together . Andy is provided with a variety of preferred leisure items . The therapist sits several feet away from Andy and pretends to be busy at work . After each occurrence of the challenging behavior by Andy , the therapist presents a negative comment ( You shouldn tantrum , dont do that , Please dont do thatl ) The therapist ignores any other behavior displayed by Andy . Alone condition Andy is placed in the therapy room alone without activities or other . Tangible condition A preferred item ( in this case pudding ) is placed out of reach in the room where Andy is located . When an instance of the challenging behavior occurs , the preferred item is delivered to Andy for several seconds and then placed out of reach again . 65

Instruction in Case Simulation Worksheet Therapist Client Date A client has been referred to you for treatment . Carefully read the information about the client and answer the following questions in the space provided under each question regarding this case . Use additional space if needed to write your answer . the clients challenging behavior ( note that you may add tion to the behavior as completely as possible ) and describe the types of assessments you would conduct to collect information about the clients problem behavior . What relevant factors in the individuals environment would you examine during an assessment of an individual problem behavior ?

What ethical considerations are present ?

On the basis of the data provided to you , speculate about the possible causes of the clients challenging behavior . Provide a rationale for your hypothesis . 66 Instruction in Assessment and describe the possible treatments for this client challenging behavior . as many treatments as you feel are applicable . What replacement behavior will you reinforce ?

How will you identify and implement for desirable behaviors any tant characteristics they should have ?

What interventions will you use ?

What interventions will you use ?

67 Instruction in Assessment How will you program for generalization and maintenance ?

What ethical procedures will you use ?

Developed ( 2004 ) College 68