Instruction in Functional Assessment Chapter 6 Functional Analysis Case Training FACT

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A Plan to Teach the Process of Performing a Functional Assessment FA is a complex subject that requires an extensive , clinical making skills , and performance components . In Chapter the types of FAs were described . In Chapter treatment procedures were covered . Chapter reviewed approaches to establish students knowledge and clinical skills . Lastly , Chapter addressed how training could be used to teach the skills involved with conducting functional focus of this chapter is to provide a method to practice the process of FA and the multiple steps that comprise it . See Table 21 below for a list of the steps involved in conducting a FA .

Instruction in Assessment Table Step involved in conducting a FA To conduct a functional assessment the professional must the clients challenging behavior Review referral form and records Conduct indirect or observational functional assessments Evaluate the reliability and validity of the data Develop a functional hypothesis regarding the maintaining variable for the problem behavior Design a functional analysis indicate advantages and disadvantages of this approach . State the ethical issues and considerations for assessment Test hypothesis by implementing functional analysis conditions , and collecting data Graph the data collected , and interpret findings 10 . Determine function of the individuals challenging behavior 11 . Design behavior intervention plan based on function of the individuals problem behavior and other factors ( eg , context , quality of the environment , severity of the problem behavior , people present , resources available , setting , etc . 12 . Select a replacement behavior , prevention approaches , active teaching procedures and reactive procedures for when the problem behavior occurs 13 . State the ethical principles and procedures involved in the treatment phase Comprehensively Teaching the Functional Assessment Process Descriptions in the research literature of efforts to teach a set of skills have been few . One early demonstration of a comprehensive training program to teach undergraduate psychology students to provide clinical or consultative services was described by , and ( 1973 ) This training program ( a ) content and practice in observing and recording behavior , interventions , and ( professional and ethical skills . The instructional approach involved lectures , role plays , and client cases . The authors report positive results of this program to teach 37 psychology students how to deliver services to individuals with disabilities and their families however , no systematic evaluation of the program was performed . In a more recent research evaluation of a comprehensive therapist training program , and Bird ( 2012 ) describe a curriculum that involves teaching four components including ( a ) conducting FAn sessions , interpreting graphs , responding to undifferentiated data , and ( designing treatments . Participants completed assignments 80

Instruction in Assessment and were provided with feedback for answers along with the other knowledge components until mastery was achieved . Training was tailored to the component taught with mance feedback provided to participants when conducting FAn researchers used a concurrent design across participants to evaluate the training gram . Participants acquired the skills at a accuracy with generalization across training stimuli and month maintenance occurring . Some limitations noted in this study were that participants application of procedures to actual client behaviors was not assessed . Additionally , the gamut of clinical skills were not addressed , such as ethical issues , target behavior , and identifying a measurement system . Nonetheless , et ( 2012 ) study provides a good example of how a systematic and comprehensive method can be used to teach the complex conglomeration of skills necessary for professionals to apply a FA method . A New Proposed Instructional Approach Functional Analysis Training ( FACT ) FACT ) may be an effective method to teach a comprehensive set of skills required to perform functional analysis ( 2012 ) A FACT method incorporates a learning approach , role play , simulation , and feedback as major instructional to establish and hone college students and skills required to implement a FA process . dents are given brief descriptions of cases described in published research to draw upon for realistic and clinically validated approaches to solving an individual challenging behavior . Based on primary source material , effective assessment methods and intervention outcomes can be identified and reviewed as a group exercise . Both performing the functional analysis conditions , using role play , and employing the skills to arrive at an tive behavior intervention plan are practiced by the student in simulated situations with results . FACT Components The major FACT instructional components embedded in this learning activity include students working collaboratively to solve and problem situations for individuals in home settings . The case examples are drawn from published research to provide realistic characteristics of individuals and their assessment and treatment data . 81

Instruction in Assessment This exercise is a collaborative learning , approach . Working in separate groups of three , college students are asked to assume key roles such as , teacher , or director . The other groups serve as actively participating audience members during the presentation of each group case . Skills that are interpreted , simulated , or acted out in a role play include ( a ) the individuals challenging behavior ( identifying the function of the individuals challenging behavior ( conducting the conditions for a FAn ( analyzing graphical presentations of behavior and ( identifying treatments for that case . Once the scenarios have been practiced , teams present their case to other audience members who must complete the following tasks ( a ) the challenging behavior ( determining how to assess and record the challenging behavior during the various functional analysis conditions ( analyzing the function of the clients challenging behavior ( determining the most treatment based on that function of the challenging behavior and ( reviewing the ethical issues that may exist in the ation presented . Feedback concerning audience members answers to questions is provided by the director presenting the case . Table 22 Summary and duties , and audience Role Duties Realistic presentation of problem behavior under various conditions to simulate the data Accurate presentation of procedures for each functional analysis condition attention , demand , tangible , alone , play Part Provide immediate performance feedback concerning client and therapist behaviors using the behavior integrity checklist Part II Provide audience with the context for the case ( age of client , setting , etc . Present questions and provide feedback to the audience to facilitate active engagement in the case , such as ' How would you the challenging behavior ?

What recording method and aspect is measured ?

What would a graph of the challenging behavior and its current maintaining . variable look ' What features would you note to analyze the data collected ?

What is the function of the challenging behavior ?

What are your treatment recommendations in areas of prevention , active training , and reactive ?

What ethical issues are present in this situation ?

What types of generalization are applicable in this case ( stimulus generalization , response generalization , maintenance ) How would you program for generalization to occur ?

What information would you include in a BIP ?

82 Instruction in Assessment Be able to ' the challenging behavior ' Identify recording method and aspect measured ' Observe and record the problem behavior ' Analyze data collected Audience ' Identify function of the challenging behavior ' Make treatment recommendations ' State the ethical issues present in this situation ' Program for generalization ' Write a BIP In this role play situation the audience is actively involved and practicing many of the skills involved in the FA process . The audience is asked by the director of the performing group to respond to key features of the case by ( a ) the challenging behavior ( determining the measurement approach ( frequency , duration , etc . recording levels of the problem behavior in various conditions ( attention , demands , alone , play ) identifying the maintaining variable for the individuals challenging behavior and ( designing effective interventions to decrease the challenging behavior based on the function of the challenging behavior and ethical considerations . The director provides immediate feedback for the audiences answers in each of these topic areas . Programming for Generalization of Functional Assessment Knowledge and Skills This interactive exercise allows students to practice performing most of the steps in completing the ( see Chapter ) and the overall FA process such as review of client case , administration of functional analysis , interpretation of data , designing effective intervention . Furthermore , use of multiple case scenarios ( based on general case strategy ) representing multiple perspectives ( audience , and role playing a therapist , client , or director ) may facilitate college students generalization of skills beyond the boundaries of the training cases presented ( Moore , 2007 ) Summary The process of FA is complex and so instructional methods to teach it must incorporate multiple strategies to ensure adequate coverage of this topic to thoroughly teach FACT method is one step toward a comprehensive approach to teaching how to effectively assess and treat the challenging behaviors of individuals with developmental disabilities . 83

Instruction in Assessment FACT for Students Purpose of the Activity To provide you with invaluable experience with an ment approach that has been for use with a variety of populations and problems . To provide you with the tools that will be useful to you in your career . To provide you with the skills and knowledge that potential employers seek ! Instructions . You and your group members should first carefully read your selected research article and summarize the main points . Pay close attention to the clients behavior , procedure , and results of the functional analysis conditions . Review those areas with your group members once everyone has read the article or its summary . Assign roles ( alternate roles so that everyone has an opportunity to perform each role ) including client , practitioner , and trainer . Client Role Read the participant description section of the article you are signed and simulate the behaviors that are described . Scrutinize the graphical presentations of the data and be prepared to approximately portray those levels of the clients behavior in each condition ( demands , alone , attention , Role Read and review the procedure for each functional analysis condition . You will be implementing that procedure with your lated client and collecting data on that persons behavior . Role Your duties are to describe the client to your audience , announce conditions , score the researchers behavior and provide based feedback to your practitioner evaluating completion of the steps involved in completing each FAn condition . Practice conducting the functional assessment with feedback . introduces the problem situation and describes the client and the setting . conducts the brief sessions and collects data on the clients behavior . announces the condition and collects data regarding searcher performance . For each functional analysis condition ( conduct it for only min maximum ) the client and simulate the process . Review the procedures to conduct the condition . Conduct the condition . At the end of simulated experience trainer provides constructive feedback to Therapist ( praise aspects of the procedure done well and indicate areas needing improvement ) If needed ( 80 correct procedural performance ) rehearse again . 84

Instruction in Assessment ' and evaluate your performance as to whether you engaged in all steps required to conduct FA . Some research suggests that can hance one performance ( Fallon , Brown , 2003 ) For instructional purposes , perform the functional analysis live or for your classmates ! Your audience will be required to collect data as you perform the conditions using the checklist for determining treatment ( see below ) and so be sure to make the conditions in keeping with the data and as realistic as possible . Activity ( 2010 ) College at 85

Instruction in Assessment Experimental Functional Analysis Procedural Description and Reliability Checklist A functional analysis is performed to experimentally identify the maintaining variable for the individuals problem behavior . This exercise is designed to maximize your acquisition of how to perform this assessment approach . define the target behavior . Identify the recording procedure used to measure the clients problem behavior . 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 research design ( alternating treatment design ) involving concurrently presenting two or more conditions on the same day ( Martin . Pear , 2011 ) All conditions are presented for at least min on an assessment day , with a brief break between them . The order of conditions is alternated across days ( Day attention , demands , alone , play Day demands , alone , play , attention , At least data points are collected so that trends and levels of the problem behavior across conditions can be determined . data are examined to identify differential levels of the individuals behavior across conditions . For the purposes of this role play simply demonstrating a single session for each tion will . Inform your audience that this session is representative of the clients average responses that occurred across multiple sessions . Review the description , purpose , and procedure for each functional analysis condition , in your small group ( a ) review the client case together ( assign roles ( client , therapist , director ) plan how to represent the case and ( practice performing the conditions that simulate the clients level of problem behavior as depicted in the graph until mastery performance is achieved in conducting the functional analysis conditions . Activity ( 2010 ) College at 86

Instruction in Assessment Attention Condition These are the standard experimental functional analysis conditions as described by , et , 27 , and et , 2000 . Description Rationale The purpose of this condition is 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 , eye contact , physical contact , reprimands , or verbal tion may be contributing to the individuals problem behavior . The therapist presents verbal statements , such as No , dont do that or similar comments that typically are given by others in the individuals natural environment immediately after the individuals problem behavior . Although it may seem , even telling the individual not to do something may increase the likelihood that the behavior occurs or serves as a positive Note that this condition may be tailored to the specific stimuli found to correlate with the of the individuals problem behavior based on descriptive and observational functional assessments . Attention positive reinforcement is when social are delivered ( 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 individuals problem behavior is worse under the attention condition compared to other conditions or the control conditions then this result suggests that attention tive 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 ( no verbal interaction , eye contact , nor any other consistent reaction to the child behavior ) The therapist ignores the child 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 ( eye contact and Please do not do that , you are going to hurt yourself ) and contact ( hand on shoulder ) for All occurrences of the clients behavior are recorded by the therapist . Purpose Summary Of Attention Condition social positive reinforcement Adult reading magazine Attention Note desirable behavior problem behavior no response An example of what the clients levels of the problem behavior that is being maintained by attention positive reinforcement is as follows 87

Instruction in Functional Assessment we I LI . I . DIV As can be seen in the graph , frequency of the clients aggressive behavior is greater in the attention condition compared to the demands and play conditions . This provides experimental evidence that the clients problem behavior is being maintained by attention positive reinforcement . 88

Instruction in Assessment Treatment Integrity Condition Instructions This checklist may be used for training purposes and for determining treatment 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 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 While the therapist is reading a magazine or talking with another adult , was the lowing done ?

Client told to play with toys or engage in some activity Client appropriate behavior ignored Client inappropriate behavior ignored Social attention and physical contact delivered to client when target behavior occurred Behavior outcome recorded on the data sheet min duration of session Notes Pen feedback Steps performed well Steps that need correction 89

Instruction in Assessment Demand ( Escape ) Condition These are the standard experimental functional analysis conditions as described by , et , 27 , and et , 2000 . Description and Rationale The purpose of the demand condition is to determine if the individuals problem behavior is due to avoidance of task demands or activities ( AKA negative ment ) A negative reinforcer ( escape ) is when an unpleasant stimulus is present and an instance of the problem behavior removes that stimulus ( Martin . Pear , 2011 ) ability of an individual behavior that results in a negative reinforcer increases in similar future situations . Avoidance is when a threat of presentation of an aversive stimulus is present and an instance of the behavior removes that threat . Across the functional analysis conditions , if the individuals problem behavior is worse when the demand condition is in effect compared to that in the other conditions then the problem behavior may be by negative reinforcement . Procedure Set timer and begin . The therapist , on repeated trials throughout the session , presents an activity or instruction to complete a task that the individual has in the past based on interview or observational data had in even when cally guided to do so . Specifically , the therapist and client are seated at a table and the therapist presents an instruction to complete a therapist waits for for the client to initiate a response . If no response occurs to this first instruction then the therapist ( a ) repeats the tion ( models or demonstrates the correct response and ( waits for a response by the client LEVEL PROMPT If no response occurs after the second instruction , then the therapist ( a ) repeats the instruction ( physically guides the client through the response using the least amount of guidance required LEVEL PROMPT If the client emits a correct response , prompted or unprompted , the therapist provides praise ( Nice work ) If the client engages in the problem behavior at any time , then the therapist turns away from the client for 30 , with additional 30 for any repeated instances of the problem behavior . 90

Instruction in Functional Assessment Purpose Summary Of Demand Condition praise Negative Present requests to prompt , level reinforcement complete a task prompts removal of task Note desirable behavior problem behavior no response , incorrect An example of what the clients levels of the problem behavior that is being maintained by negative reinforcement ( escape from task demands ) is as follows . an A Pu , As can be seen in the graph , frequency of the clients aggressive behavior is higher in the demands condition compared to the attention and play conditions . This provides experimental evidence that the clients problem behavior is being maintained by negative reinforcement . 91

Instruction in Assessment Treatment Integrity Demand Condition Instructions This checklist may be used for training purposes and for determining treatment in implementation of functional analysis conditions . Place a beside the relevant procedural step if correct an if incorrect or an ( an omission or no response ) if it did not occur at all when it should have . Client Therapist Date Session time began Ended Instruction presented Problem behavior Instruction by therapist presented correctly . IN Praise delivered following client correct response , prompted or unprompted . Training trials continued ( no pause ) when client emits any other behavior than target after instruction . Therapist presents level prompt ( repeat instruction and demonstrate ) following client response . Therapist presents level prompt ( repeat instruction and physical ) following client response . Praise delivered after client response . If problem behavior Therapist ignores or turns away following client problem behavior for 30 Begin a new trial when the interval has ended . Behavior recorded correctly on each , prompt ) unprompted ) min duration of session . 92

Instruction in Assessment feedback Steps performed well Steps that need correction 93 Instruction in Assessment Play Condition These are the standard experimental functional analysis conditions as described by , et , 27 , and et , 2000 . Purpose and Rationale In the play condition , toys or activities are presented and the therapist interacts socially with the client . This condition serves as a comparison condition to rule out confounding variables or that the problem behavior is due to variables present in the attention , tangible , or demand conditions ( eg , the presence of the therapist , materials , social interaction ) amount of the clients problem behavior in the play condition is compared to that in the other conditions . For example , if across experimental sessions the clients problem behavior is in the play condition compared to that in the attention condition , then attention positive reinforcement may be maintaining the clients problem behavior . Procedure The therapist and client are in a room with a variety of toys present . The therapist is within of the client and occasionally presents toys , with no demands . The therapist social praise and brief physical contact contingent on appropriate behavior at least once every 30 Any problem behavior is ignored unless the severity is of concern due to physical harm . Summary Purpose Summary Of Play Condition Attention Control condition Therapist toys Ignore 94

Instruction in Assessment Treatment Integrity Checklist Play Condition Client Therapist Date Session time began Ended Problem behavior Instructions This checklist may be used for training purposes and for determining treatment in implementation of functional analysis conditions . Place a beside the relevant procedural step if correct an if not or an if it did not occur at all when it should have . Toys presented Attention provided at least once every 30 Social interaction with therapist after appropriate client behavior No attention after client inappropriate behavior Problem behavior recorded min session duration Notes Pen feedback Steps performed well Steps that need correction 95

Instruction in Functional Assessment Alone Condition These are the standard experimental functional analysis conditions as described by , et , 27 , and et , 2000 . Purpose Rationale In the alone condition , the client is in a room by herself with no toys or activities ( Note all safety concerns should be addressed and appropriate precautions taken ) observes the clients behavior for the purpose of data collection from a mirror or video camera . This condition tests whether or automatic reinforcement is maintaining the clients problem behavior by creating a situation in which low levels of stimulation exist and measuring whether the problem behavior occurs . If levels of the clients problem behavior are worse in the alone condition compared to the other functional analysis conditions or do not differ across all conditions then automatic reinforcement may be maintaining the clients problem behavior . Procedure The client is placed in the therapy room a one , without any toys or materials that would a source of client problem behavior is measured . Purpose Summary Of Condition Automatic positive reinforcement Alone , no toys or materials Examples of clients levels of the problem behavior maintained by automatic reinforcement . A 14 12 10 ' Demands I 96

Instruction in Functional Assessment , 14 12 on 907 As can be seen in the above graphs , frequency of the clients behavior is either greater in the alone condition compared to the attention , demands , and play conditions ( A ) or high in all conditions These data provide evidence that the clients problem behavior is being maintained by automatic positive reinforcement . 97

Instruction in Assessment Treatment Integrity Condition Client Therapist Date Session time began Ended Problem behavior Instructions This checklist may be used for training purposes and for determining treatment in implementation of functional analysis conditions . Place a beside the relevant procedural step if correct an if incorrect or an if it did not occur at all when it should have . Individual is alone in a room No toys or materials are present Problem behavior is recorded min session duration Notes Pen feedback Steps performed well Steps that need correction 98

Instruction in Assessment FACT Exercises The following are cases that can be used as the basis for FACT with students working in groups of to simulate the case and practice performing the functional analysis conditions . Brief Care The Case of the A who coughs during meals at home due to attention positive reinforcement The Case of the Delusional Statements A male who engages in delusional statements at his vocational rehabilitation site due to attention tive reinforcement A Case in the Classroom A boy who yells in the classroom due to negative reinforcement The Case of You Already Said Thatl A man with speech due to attention positive reinforcement The Case of . I An woman with disruptive vocalization due to negative reinforcement The Case , Bye , I am A boy who elopes due to tion positive reinforcement The Case of Hair Today , Gone Tomorrow A female who and pulls her hair due to automatic reinforcement Nate Wiley me ta 014 an a Creative . 99

Instruction in Assessment The Case of the Cough ! From Watson , Sterling , 1998 ) Brief functional analysis and treatment of a vocal tic . A ) 31 , Client Description Background Vivian , a typically developing girl who presented with a month occurrence of a vocal tic in the form of repeated coughing . Just before originally exhibiting the cough , she had a respiratory infection that had since cleared up . She had been seen by her pediatrician who did not find a medical cause for her behavior . Vivian parents stated that her cough was annoying and intrusive in their conversations ( Watson ( Sterling , 1998 , Her coughing generally only occurred during meals . Behavioral loud barking or metallic sound coming from the mouth ( Watson ( Sterling , 1998 , 471 ) Parent Interview Questions ' When does the behavior occur ?

What are your reactions to the coughing behavior ?

What other times or places that the cough occurs ?

Does it occur when you are out ?

Is it only certain foods ?

Does it occur with one parent or both ?

When she doesnt want to eat ?

Do certain things occur during the day associated with its occurrence or occurrence ( school , longer day , daycare , visits ) Parent Interview and functional assessment observational data collected by parents on during meals , snacks , watching in bed , at drawing table , suggested that either attention or ( food items ) was being delivered immediately after Vivian cough during mealtimes . Procedure Functional analysis was conducted using a research design with both conditions occurring each meal . Attention condition one parent made brief comments within after Vivian coughed ( Watson ( Sterling , 1998 , 472 ) Tangible condition one of the parents immediately presented Vivian with one small Sweet Tart candy ( a preferred item , according to the parents ) but made no comment upon coughing ( Watson ( Sterling , 1998 , 472 ) 100

Instruction in Functional Assessment Results Functional Analysis Coughs Per Minute Meals From , 59 Sterling , 1998 ) and treatment ti . 471474 . wax granted to reprint above tire owner , Son , Int . Instructions . Assign your group members one of the following roles Client , therapist , director ( who monitors and provides feedback to the other two performers and queries the audience ) Act out the above functional analysis by conducting the procedures for each of the conditions at least once . Reproduce the same outcomes of the of the conditions on the clients behavior as depicted in the above graph . What is the maintaining variable for the problem behavior ?

Given these results , design an intervention plan for this client . 101 Instruction in Assessment The Case of the Delusional Statements From Travis , 2010 ) Functional analysis and treatment of the delusional statements of a man with multiple disabilities A . of Applied , 43 , Client Description Background . Jones , a man who lived in an inpatient forensic facility who engaged in delusional statements that negatively affected his relationships with peers . His peers teased him daily , both in residence and workplace , and these statements prevented him from participating in several vocational activities ( Travis . 2010 , Following an injury , Jones was nosed with traumatic brain injury for which he received and daily . His communications did not include any delusional statements prior to his car accident that occurred when he was 16 years old . Based on staff and family interviews , delusional statements were as utterances , separated from the previous one by , that were had no relationship to what was currently happening or being discussed ( Elton John and I are going for coffee ) Procedure Functional analysis was conducted using a research design with the following conditions which were 12 min in duration . Attention condition Immediately after a delusional statement by Jones , the pist said , Thats not an appropriate topic right now or something similarly corrective is said for 10 Demand condition A vocational task presented that involved sorting similar items , counting them , and placing them in plastic bags . When Jones engaged in a delusional statement then 10 of escape from demands was provided . Correct responses , prompted or unprompted , to demands resulted in delivery of praise . Alone condition . Jones was alone in the observation room with no planned forcement for delusional statements ( Travis . 2010 , 746 ) Control condition the therapist gave Jones access to favored reading materials , noncontingent attention every 30 and no consequences for or delusional statements ( Travis . 2010 , 746 ) 102

Instruction in Functional Assessment Results Functional Analysis I . on 125 37 , 10 15 Sessions From Travis , 2010 ) and treatment man wit . 43 , wax granted to reprint tbe owner , It , 53 Sam , Int . Instructions . Assign your group members one of the following roles Client , therapist , director ( who monitors and provides feedback to the other two performers and queries the audience ) Act out the above functional analysis by conducting the procedures for each of the conditions at least once . Reproduce the same outcomes of the of the conditions on the clients behavior as depicted in the above graph . What is the maintaining variable for the problem behavior ?

Given these results , design an intervention plan for this client . 103 Instruction in Assessment A Case in the Classroom From Moore , Edwards , 2003 ) An analysis of aversive stimuli in classroom demand , 36 , Client Description Background Edgar was a boy who attended a eral education classroom with 17 other students . Edgar had been referred for yelling in class . When he attended school in a different state the previous year , Edgar received a special education ruling of severely emotionally disturbed . Edgar academic and cognitive abilities fell in the average range of academic functioning , and he received 100 of his academic instruction in a general education classroom ( Moore Edwards , 2003 , 340 ) Edgar teacher was in her year of teaching . She held a degree and an MA degree in elementary education ( Moore Edwards , 2003 , 340 ) Yelling was as vocal utterances above a normal tone of voice ( Moore wards , 2003 , 340 ) Task demands were as verbal instructions and written academic work ered by the teacher ( Moore Edwards , 2003 , 340 ) Procedure Functional analysis was conducted using a research design with the following conditions which were 10 min in duration . Demand condition The teacher presented learning trials to the student every 30 throughout the session . All were presented in worksheet form . A sequential vocal , gestural , and physical ( prompting hierarchy was employed to present demand trials . prompting included placing the pencil in the students hand and positioning the pencil lead on the worksheet . The teacher delivered praise if the student complied with the verbal or gestural prompt , continued the prompting sequence if the student did not comply , and terminated the trial ( by removing the worksheet and moving to the other side of the room ) if the student engaged in the target problem behavior at any time during the trial . Moore Edwards , 2003 , 341 ) Attention condition The student was given access to several leisure activities throughout the session . The teacher ignored the child except to deliver attention in the form of a statement of disapproval or concern ( Stop that you are disrupting the class ) and brief physical contact ( a pat on the back or touching the arm ) following each occurrence of the target problem behavior . All other appropriate and inappropriate behaviors were ignored . Moore Edwards , 2003 , 341 ) 104

Instruction in Functional Assessment Results ol I . I Am From , Edward , 2003 ) in stimuli in . 36 , was granted ta reprint awner of ' 53 Sam , Int . Instructions . Assign your group members one of the following roles Client , therapist , director ( who monitors and provides feedback to the other two performers and queries the audience ) Act out the above functional analysis by conducting the procedures for each of the conditions at least once . Reproduce the same outcomes of the of the conditions on the clients behavior as depicted in the above graph . What is the maintaining variable for the problem behavior ?

Given these results , design an intervention plan for this client . 105 Instruction in Assessment The Case of You Already Said That ! From and Chambers ( 2003 ) Functional analysis and treatment of verbal displayed by an adult with autism . ABA , 36 , 25 . Client Description Background Vince was a old man who had been diagnosed with autism and mild mental retardation . He also experienced seizures that were controlled medication ( Chambers , 2003 , 259 ) Medications that Vince took included Phenytoin , and . Vince attended a sheltered workshop on a daily basis and this is where the majority of his problem behavior was . When interacting with others , his conversation included perseveration on specific topics . speech was as Vince repeated comments . One occurrence of an utterance was distinguished from another of the same if there was no speech for at least Common topics included talk about sirens , alarms , dentist or doctor appointments . Procedure A functional analysis was conducted using a research design with the following conditions lasting 10 min in duration . Attention condition Following verbal 10 of attention immediately was given by the therapist . This attention included both acknowledgment statements ( You sure do like those sirens , dont you ?

and mild reprimands ( Don talk about sirens . There are none ) Demand condition A work task such as or sorting paper was given to Vince . Following verbal perseveration , the task was immediately removed by the therapist for 30 who looked away and did not interact with Vince . If an incorrect or no response occurred then the instruction was represented and the therapist modeled the correct behavior . If an incorrect or no response occurred to the level , then a level prompt or physical assistance was provided for him to complete the correct response . Alone condition Vince was in room alone . The therapist stood outside the door to observe and collect data on Vince behavior . Tangible condition Immediately following verbal preservation Vince was provided with 30 of access to preferred activities ( writing about sirens , drills , 106

Instruction in Functional Assessment Results ' 50 40 ) 30 20 zone ) 10 Tangible . Demand 00 , 012345678910111213141515 From and ( 2003 and treatment of ?

a ' by an adult will . ABA , 36 , wax granted to above the owner top ' 53 Sam , Int . Instructions . Assign your group members one of the following roles Client , therapist , director ( who monitors and provides feedback to the other two performers and queries the audience ) Act out the above functional analysis by conducting the procedures for each of the conditions at least once . Reproduce the same outcomes of the of the conditions on the clients behavior as depicted in the above graph . What is the maintaining variable for the problem behavior ?

Given these results , design an intervention plan for this client . 107 Instruction in Assessment The Case of ! From and Dixon ( 2007 ) Functional analysis and treatment of problem behavior of elderly adults in care . ABA , 40 , Client Description Background Carmen was an woman who had been diagnosed with vascular dementia with mood disturbance referred for high rates of disruptive vocalization ( obscenities ) Dixon , 2007 , 680 ) She lived in a large ( residential care facility . Procedure Functional analysis was conducted using a research design with the following conditions lasting 10 min in duration . Attention condition In the attention condition , the participant was told that the therapist had work to do and would be sitting across the room . No consequences were provided for any behavior other than the target behavior , which resulted in the experimenter approaching and providing approximately to 10 of social attention . tion was similar to that noted from naturalistic observations of interactions ( It OK , you re , Grandma , don say that , Derek , tell me about the priesthood , How are you doing today ?

Dixon , 2007 , 680 ) Demand condition In the demand condition , the experimenter presented demands in the form of questions or gross motor tasks . Carmen was given demands such as clapping , raising their arms in the air , and knocking and lifting their legs these were similar to the gross motor tasks used in the facility occupational therapy program Compliance resulted in approximately to of praise and presentation of the next demand . No response or correct responses resulted in prompts . Problem behavior resulted in removal ofthe demand for 30 ( Dixon , 2007 , Alone condition In the alone condition , the participant was alone in the family room while the experimenter observed unobtrusively through a gap in the door . No social consequences were provided , and no leisure items were available ( Dixon , 2007 , 681 ) Control condition In the control condition , various leisure items ( eg , magazines , puzzles , music , television ) were continuously available . The experimenter also provided to 10 of social attention on a ( schedule ( Dixon , 2007 , 681 ) 108

Instruction in Functional Assessment Results I A iv ! Attention I I I ( 2007 ) and treatment af , Ia adult in tare . 40 , wax granted to reprint the above tire owner ' a ) 53 Sam , Int . Instructions your group members one of the following roles Client , therapist , and director ( who monitors and provides feedback to the other two performers ) Act out the above functional analysis by conducting the procedures for each of the conditions at least once . Reproduce the same outcomes of the of the conditions on the clients behavior as depicted in the above graph . What is the maintaining variable for the problem behavior ?

Given these results , design an intervention plan for this client . 109 Instruction in Assessment The Case of Bye , Bye , I am Gone ! From Lang , Davis , Reilly , A . 2010 ) Functional analysis and treatment of elopement across two school of Applied Behavior Analysis , 43 , Client Description Background Joe , a boy who had been diagnosed with Asperger syndrome participated , Lang et , 2010 , 114 ) runs out of the classroom times per day , no matter the . John is in a regular classroom with 20 other children teachers aides , and teacher . Problem Behavior Elopement from the classroom . this behavior so that it can be measured and observed reliably Procedure Functional analysis was conducted using a research design with the following conditions Attention condition The therapist sat next to Joe in her chair at the table , assumed the appearance of reading a notebook , and instructed him to play . Joe had free access to toys . If he eloped , the therapist retrieved him and provided verbal and physical attention , which continued for after the therapist had guided Joe back to the table ( Lang et , 2010 , Escape condition The therapist delivered task demands based on Joe individualized education plan . If he did not respond to the demand within , the therapist provided a gestural or model prompt indicating the correct response . If he still did not respond , the therapist used a physical prompt . Following elopement , the therapist retrieved him using a minimal amount of physical contact ( guiding lightly by the arm ) and refrained from providing verbal attention . The therapist delayed presentation of the next demand for an additional once she returned Joe to the table ( Lang et , 2010 , Tangible condition In the tangible condition , a television and player , which the class used frequently , were present . The therapist played Joe preferred for 10 prior to the session , turned off the via remote control to start the session , and turned on the with the remote following elopement . After the was turned on , Joe would either return to the area or the therapist would retrieve him in the same manner as described for the escape condition ( Lang et , 2010 , 115 ) Play condition Joe had unrestricted access to toys . The therapist did not present task demands , maintained close proximity to Joe , provided verbal praise and physical contact about every 10 , and ignored elopement ( Lang et , 2010 , 115 ) 110

Instruction in Functional Assessment Results 40 Au by 30 20 Percentage of Intervals with I I I Lang , ter , A . 2010 ) Functional and treatment two . 43 , war granted to reprint tire above tire owner , Sans , Int . Note that settings were another variable examined in this study , but for the purposes of demonstration and role play only setting will be considered . Instructions . Assign your group members one of the following roles Client , therapist , director ( who monitors and provides feedback to the other two performers and queries the audience ) Act out the above functional analysis by conducting the procedures for each of the conditions at least once . Reproduce the same outcomes of the of the conditions on the clients behavior as depicted in the above graph . What is the maintaining variable for the problem behavior ?

Given these results , design an intervention plan for this client . 111 Instruction in Assessment The Case of Hair Today , Gone Tomorrow From , Long , 1999 ) A functional analysis of hair pulling . Journal of Applied Behavior Analysis , 32 , Client Description Background Kris was a female with severe mental retardation and mild cerebral palsy She was able to ambulate , follow simple instructions , and communicate with single words . Due to a childhood stroke , Kris walked with a limp and could not open her left hand . she pulled and manipulated her scalp hair with only her right hand . Her mother reported that Kris had pulled scalp hair since approximately age and that the behavior would occasionally remit for periods up to a month . In the past , Kris hair pulling was unsuccessfully treated with and rental scolding . According to her mother , Kris usually pulled scalp hair while watching television and in bed . After pulling a hair , she rolled it between her thumb and index , rubbed the hair on her lips , and then chewed on the hair while pulling it with her . Her mother reported that periods of increased baldness seemed to be correlated with constipation , which may indicate that Kris was ingesting hairs . Kris did not appear to ingest hair during either phase of this investigation . Hair pulling produced an obvious area in diameter on the top ofher scalp ( et , 1999 , 331 ) Hair pulling was as any contact of the of her right hand with her scalp . Hair manipulation was as rolling of pulled hair between any , gazing at pulled hair , and any contact of hair with the lips or mouth . Hair manipulation onset always occurred within of hair offset ( et , 1999 , 331 ) Procedure Functional analysis was conducted using a research design with the following conditions Attention condition Kris and a therapist were seated side by side in the room . Kris was given a video to watch on the television while the therapist papers and wrote in a notebook . No interaction took place between them unless pulled hair . Contingent on hair pulling , the therapist reached over and gently pressed Kris arm down from her head and provided disapproving statements ( Don pull your hair ) et , 1999 , 332 ) Demand condition During this condition , a therapist stood behind Kris , who was seated at a large table . The therapist presented a task ( from her prevocational curriculum ) that involved taking single pieces of different colored paper of piles in a sequential order and placing the collated papers into a envelope . Kris was shown the correct for the papers and then prompted every 20 to 30 in a sequence ( verbal prompt verbal prompt and pointing verbal prompt , pointing , plus manual guidance ) to stack the papers accordingly . Praise was provided for to contingent upon completing the correct paper sequence and the envelope . If hair pulling occurred , the therapist removed the materials and suspended all interactions with Kris for 30 ( et , 1999 , 332 ) Alone condition Kris was seated alone in the observation room to watch a video on the television ( et , 1999 , 332 ) 112

Instruction in Functional Assessment Control condition Kris was seated across from a therapist in the research room and was given continuous access to toys that her mother as being praise and pats to Kris arm were provided at least once every 10 , and there were no social consequences for hair pulling ( et , 1999 , 332 ) Results 10 15 , 11 , 1999 ) journal ) 32 , wax granted to above the awner ) Sam , Int . Instructions . Assign your group members one of the following roles Client , therapist , director ( who monitors and provides feedback to the other two performers and queries the audience ) Act out the above functional analysis by conducting the procedures for each of the conditions at least once . Reproduce the same outcomes of the of the conditions on the clients behavior as depicted in the above graph . What is the maintaining variable for the problem behavior ?

Given these results , design an intervention plan for this client . 113 Instruction in Assessment Discussion Questions . Which FAn condition was most to perform ?

Why ?

How can performing that condition be made easier ?

How would you teach someone to implement treatment procedures ?

What would you do if the treatment procedure based on a FAn was ineffective ?

114