|
| #92 Poster Session – DDA |
| Saturday, May 29, 2004 |
| 5:30 PM–7:00 PM |
| Exhibit Hall D (Hynes) |
|
| 67. Enhancing the Quality of Vocational Services by Training Individuals with Developmental Disabilities to Become Peer-Mentors |
| Area: DDA; Domain: Applied Research |
| STEWART M. SHEAR (Devereux Foundation), Elizabeth DelPizzo-Cheng (Devereux Foundation) |
| Abstract: Individuals with developmental disabilities were taught a peer mentoring procedure for instructing other individuals with developmental disabilities at a vocational work site. Six individuals with developmental disabilities were trained on a staff-based teaching curriculum that included: descriptive praise, prompt hierarchy, error correction and task analysis. Successful demonstration of these skills qualified the individuals to become Peer-Mentors. The Peer-Mentors were then randomly assigned to instruct other individuals with disabilities on specific work tasks. Peer-Mentoring data were collected on the correct application of the instructional skills. For the recipients receiving mentoring, data were collected on active engaged time during pre-mentoring, mentoring, and post-mentoring sessions and also for the number of unprompted task responses. In addition, a consumer satisfaction survey was administered to the Peer-Mentors following the completion of the study. The results indicated that the Peer-Mentors could apply the instructional skills with a high degree of accuracy. The recipients increased their active engaged times when compared to baseline but demonstrated few independent steps on the vocational tasks. Reliability data ranged from 80 to 100%. Consumer satisfaction ratings ranged from satisfied to very satisfied. Implications for increasing the quality of current vocational services by using Peer-Mentoring will be discussed. |
| |
|
| 68. Use of Naturalistic Discriminative Stimuli to Facilitate Reinforcement Schedule Thinning |
| Area: DDA; Domain: Applied Research |
| CARRIE ELLSWORTH (University of Nevada, Reno), Michele D. Wallace (University of Nevada, Reno), Adel C. Najdowski (University of Nevada, Reno), Nathan Lund (University of Nevada, Reno), Alicia Grauvogel (University of Nevada, Reno) |
| Abstract: The utility of naturalistic discriminative stimuli during thinning of reinforcement for alternative behavior was evaluated. Two experiments were conducted with children who demonstrated aggression towards peers. Experiment 1 evaluated a functional analysis procedure in which a peer was present. Results demonstrated that one participant's aggression and the other participant's precursor behaviors to aggression were maintained by access to tangible items. During experiment 2, functional communication training (FCT) was implemented. Periods in which reinforcement was signaled by discriminative stimuli alternated with periods of extinction. Discriminative stimuli were a part of the natural environment. Results demonstrated that problem behavior decreased and FCT responses increased. Results further demonstrated that a procedure utilizing discriminative stimuli during reinforcement schedule thinning for alternative behavior can be effective in decreasing problem behavior and maintaining an alternative response. |
| |
|
| 69. Effectiveness of Care Provider Training in Residential Facilities |
| Area: DDA; Domain: Applied Research |
| ERICA JESS (Applied Behavior Consultants, Inc.), Cheri Lynn Beaubiah (Applied Behavior Consultants, Inc.), De'Nise Moseley (Applied Behavior Consultants, Inc.), Marisa Schwartz (Applied Behavior Consultants, Inc.), Caitlin Conklin (Applied Behavior Consultants, Inc.), Kristen Stedfeldt (Applied Behavior Consultants, Inc.), Tara Cummings (Applied Behavior Consultants, Inc.) |
| Abstract: The effectiveness of Care Provider Training methods was evaluated within residential facilities using a direct assessment of consumer skill level and the effect on consumer behavior, as well as an indirect assessment of care provider data collection methods. In addition, this study evaluated how knowledge correlated with observed skills and consumer behavior. Consumers were probed before and after the training protocol using a multiple baseline design. Differences between facilities and consumers will be discussed. |
| |
|
| 70. Using Within-Stimulus Prompt-Fading to Teach Auditory-Auditory Non-Identity Matching to Persons with Developmental Disabilities |
| Area: DDA; Domain: Applied Research |
| RENE HIEBERT (University of Manitoba, St. Amant Research Centre), Garry L. Martin (University of Manitoba, St. Amant Research Centre), Dickie C. T. Yu (University of Manitoba, St. Amant Research Centre), Sara M. Spevack (University of Manitoba, St. Amant Research Centre), Tricia Corinne Vause (University of Manitoba, St. Amant Research Centre), Duong Nguyen (University of Manitoba, St. Amant Research Centre), Jennifer R. Thorsteinsson (University of Manitoba, St. Amant Research Centre) |
| Abstract: Auditory discriminations are necessary for receptive language, but little research has been conducted to teach persons with developmental disabilities auditory-auditory non-identity matching that requires relating sounds that are different. This discrimination may be a bridging task for learning more complex language skills. We evaluated the effectiveness of a within-stimulus prompt-fading procedure to teach persons with developmental disabilities to match different spoken words that go together (e.g., "ice" to "rink" and "ball" to "field"). In a multiple baseline design across three participants, Participant 1 met learning criteria after 1023 training trials (35 sessions) and Participant 2 met learning criteria after 252 training trials (9 sessions). Training for Participant 3 is ongoing. Inter-observer and procedural agreement checks were conducted on 52% and 89% of training trials and averaged 100% and 98%, respectively. The within-stimulus prompt-fading procedure appears to be effective in teaching auditory-auditory non-identity matching. |
| |
|
| 71. Contingent and Background Attention for Child Compliance to Parent Instructions: A Descriptive Analysis |
| Area: DDA; Domain: Applied Research |
| LYSIANNE D. KOLT (University of Manitoba), Dickie C. T. Yu (University of Manitoba), Kerri L. Walters (University of Manitoba), Kirsten M. Wirth (University of Manitoba), Garry L. Martin (University of Manitoba), Kristin Campbell (University of Manitoba) |
| Abstract: We examined the rates of parental instructions, child compliance, parental attention contingent on compliance, and parental attention for any behaviors (background attention) with five 2-year old children with developmental delays. Each parent-child dyad was videotaped for 10 minutes at home during which the parent was asked to teach the child to play with age-appropriate toys. Data from the videotapes showed a high rate of instructions and requests (mean = 5.2/min) and a low mean rate of compliance per instruction/request (.35). Contrary to anticipated results, a higher mean percentage of compliance to requests (.44) than instructions (.31) was found. Contingent attention for compliance was provided for every instance of compliance, but parents also provided a high rate of attention (mean = .96) regardless of their children’s behavior. The use of descriptive analysis of background contingencies in treatment design will be discussed. Interobserver agreement on parental instructions, requests, compliance, and parental attention averaged .94, ranging from .79-1.00. |
| |
|
| 72. Activity Based Discrete Trial: A More Natural Approach |
| Area: DDA; Domain: Applied Research |
| JENNIFER A. BOGIN (James Levine & Associates) |
| Abstract: Discrete trial teaching is a method commonly used with young children with developmental delays and pervasive delays such as autism spectrum disorders. While DTT can be a highly effective method for teaching skills to children it is often difficult to generalize the skills taught in a discrete context. It is also difficult to constantly find rewards reinforcing enough for a child to stay at a worktable and attend to an adult chosen activity. This study looks at a method where children are presented with options of different play-based activities with discrete trials embedded in the tasks. The children are allowed to play with the toy or activity for a small amount of time before they are "interrupted" in their play and given a discriminative stimulus pertaining to the activity. The child's answer is then prompted or independently elicited and the child directed playtime continues on. This study demonstrates how an activity-based approach to discrete trial teaching can be an effective and helpful strategy for teaching young children. |
| |
|
| 73. The Use of a Treatment Package to Increase Food Acceptance and Eating Rate |
| Area: DDA; Domain: Applied Research |
| NICOLE L. BANK (University of North Texas), Duy Dang Le (The Child Study Center) |
| Abstract: This study investigated the effects of a treatment package, which included positive reinforcement, planned ignoring, escape extinction and the “Beat the Clock” game, on the food selectivity of a child diagnosed with Cerebral Palsy. Contingent Attention, delivered on a continuous schedule (FR1), temporarily increased percentage of food acceptance to higher than 90% for two consecutive sessions, but it decreased to approximately 50% during the last session of this condition. Percentage of food acceptance increased to near 100% when escape extinction was added to the FR1 Contingent Attention condition and the mean eating rate was approximately 1.4 bites/minute. A visual feedback system (checked boxes) was added as an attempt to facilitate the thinning of the reinforcement schedule. Both eating rate and percentage of acceptance increased slightly in this condition. The percentage of food acceptance remained at 100% during the Parent Training condition; however, eating rate decreased to under 1.0 bite per minute during the last two sessions of this condition. The implementation of the “Beat the Clock” game resulted in an increase of eating rate to higher than 1.2 bites per minute during the last three sessions of this condition. Moreover, percentage of food acceptance remained at 100% during the last five sessions of this condition. Implications for a need to develop strategies to specifically address eating rate are discussed. Finally, inter-observer agreement data were collected during 45% of sessions. |
| |
|
| 74. Free Play Analysis during Functional Communication Training |
| Area: DDA; Domain: Applied Research |
| JOHN F. LEE (University of Iowa), David P. Wacker (University of Iowa), Jay W. Harding (University of Iowa), Wendy K. Berg (University of Iowa), Lisa C. Winborn-Kemmerer (University of Iowa), Muska Ibrahimovic (University of Iowa) |
| Abstract: A reported concern of functional analysis methodology is that repeated exposure to contingent reinforcement conditions may result in the “new learning” of problem behavior. The objectives of this study were to evaluate if previously reported topographies of problem behavior would occur under analogue experimental conditions, and generalize to a control condition during treatment. The participant was a 4-year-old boy diagnosed with mental retardation who engaged in severe problem behavior (aggression). All procedures were conducted in his home by his mother. Inter-observer agreement was assessed across 30% of all sessions and averaged 98%. An A-B-C assessment showed that aggression was associated with demands and access to tangibles. Results of a functional analysis conducted within a multielement design showed that aggression occurred consistently during demand and tangible conditions. We next compared a functional communication training (FCT) program for escape-maintained behavior with a control (free play) condition within a reversal design. Results showed that problem behavior (a) occurred only initially during the FCT treatment program, (b) did not generalize to the free play condition, and (c) eventually decreased to zero, or near zero levels. |
| |
|
| 75. Utilization of Computerized Activity Schedules to Decrease Aberrant Behavior and Increase Engagement in Leisure Activities Among Individuals with Traumatic Brain Injury |
| Area: DDA; Domain: Applied Research |
| JAMES L. SOLDNER (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University), John M. Guercio (Center for Comprehensive Services) |
| Abstract: Activity schedules have been utilized in a variety of habilitation settings to teach individuals with disabilities improved independent functioning, activities of daily living and leisure, as well as a reduction in aberrant behavior. While most studies have used traditional notebook activity schedules, the present study incorporated computerized activity schedules using Microsoft Power Point software. Subjects included four adults with traumatic brain injury who showed a history of aberrant behavior during idle time. All sessions took place in the subject’s living environment to increase on-task and on-schedule behavior while concurrently reducing aberrant behavior. A multiple-baseline across subjects design was used during baseline, training, maintenance, resequencing, and generalization. The training package consisted of a teacher delivering verbal contacts and gestural prompts necessary to maintain engagement. Sessions were 30-minutes in length and enabled subjects to perform a range of successive functional activities independently followed by a reinforcer being delivered for meeting performance criterion. Preliminary results indicate that the teaching techniques produce sustained schedule following with reduced supervision. Reductions in aberrant behavior are expected for all participants. |
| |
|
| 76. Choice Assessment to Evaluate Relative Preference between Parent Attention and Tangibles |
| Area: DDA; Domain: Applied Research |
| JAY W. HARDING (University of Iowa), David P. Wacker (University of Iowa), Wendy K. Berg (University of Iowa), Lisa C. Winborn-Kemmerer (University of Iowa), John F. Lee (University of Iowa), Muska Ibrahimovic (University of Iowa) |
| Abstract: We conducted a choice assessment to evaluate a child’s relative preference across a selection of tangible items (e.g., television, books) and parent attention. The participant was a 6-year old boy diagnosed with Down syndrome who engaged in aggression and self-injury. All procedures were conducted in the child’s home with his mother serving as therapist. Reversal and concurrent schedules designs were used to evaluate choice assessment results. Inter-observer agreement was assessed across 30% of sessions and averaged 93%. A functional analysis showed that severe problem behavior was maintained by escape from demands and access to tangible items. We next conducted a series of concurrent operant conditions in which the child could choose between items identified as highly preferred, moderately preferred, low preferred, with or without parent attention. Results indicated that the child consistently allocated his time to both highly preferred and moderately preferred items. Parent attention appeared to control the child’s allocation only when highly and moderately preferred items were not available. Results will be discussed with respect to the assessment and treatment of problem behavior. |
| |
|
| 77. Research Review of Toilet Training Literature from 1940 to the Present |
| Area: DDA; Domain: Applied Research |
| FRANK R. CICERO (Eden II Programs) |
| Abstract: Ellis (1963) published the first article describing a behavioral model of toilet training, an area of research dominated by psychoanalysis up until that point. In the 1970’s there was an abundance of research being conducted in the field of toilet training. Since then, toilet training research has been on a decline. Unfortunately, there continues to be a need for empirically validated toilet training procedures, especially in the field of developmental disabilities (Cicero & Pfadt, 2002).
The current literature review analyzed peer reviewed journal articles on toilet training from 1940 to the present. The articles were analyzed in a variety of ways in order to investigate publishing patterns over time. Analyses were conducted on a) publishing totals by year, b) differing theoretical perspectives with a focus on behavioral theory, c) patterns of behavioral research with regard to daytime enuresis, nighttime enuresis and encopresis, d) the influence of key studies such as Azrin and Foxx (1971) on subsequent research, and e) patterns over time with regard to reinforcement and punishment based procedures. Findings from several additional analyses will also be reported. Results will be presented through graphical displays of objective data. Discussion will focus on the interpretation and impact of the data. |
| |
|
| 78. Using Brief Functional Analysis Methodology as one Method of Monitoring Pica during Medication Manipulations |
| Area: DDA; Domain: Applied Research |
| REBECA GRINSTEAD (Kennedy Krieger Institute), Andrew W. Gardner (Kennedy Krieger Institute), Julia T. O'Connor (Kennedy Krieger Institute) |
| Abstract: Pica, or the ingestion of inedible objects, is a common problem with people who have an intellectual disability (Ali, 2001). Pica can lead to a variety of health complications that may require surgical interventions. While the etiology of pica remains unclear, hypotheses of nutrition, culture and pharmacology have been advanced (Feldman, 1986). There is little research on the assessment and treatment of medication induced pica with Risperdal. The present study provides an example of medication, pica, and aberrant behavior monitoring using brief functional analysis methodology, parent data collection, and the Conners’ Rating Form - Revised for a 13 year-old Hispanic female diagnosed with Autism. Risperdal had been originally prescribed for hyperactive and aggressive behaviors. In collaboration with her psychiatrist, the dosages of Risperdal were tapered down from .50 mg given twice a day to no medication while data were collected on pica, aggression, and appropriate play behaviors. Results are discussed in relation to linking pica behavior and medication levels. Reliability data were collected for 75% of the sessions averaging 81%. |
| |
|
| 79. Clarifying a Differentiated Functional Analysis when a Type II Error is Suspected |
| Area: DDA; Domain: Applied Research |
| KATHARINE GUTSHALL (Kennedy Krieger Institute), David E. Kuhn (Kennedy Krieger Institute) |
| Abstract: The clarification of ambiguous or unclear functional analysis results is a growing area of interest among researchers. The current case study, however, represents a situation where differential responding was observed during a pairwise functional analysis (Iwata, Duncan, Zarcone, Lerman, & Shore, 1994) of destructive behavior, but the results were hypothesized to indicate a false positive. The participant was a 17-yr-old female diagnosed with mental retardation and autism. Results of her functional analysis indicated that destructive behavior appeared to be maintained by negative reinforcement in the form of escape. Destructive behaviors were observed at an average rate of 0.34 responses per minute during the demand condition and no target behaviors were observed during the control condition (toy play). Post-hoc analysis of the demand condition revealed that the participant consistently destroyed only certain demand materials. It was suspected that the presence of these materials occasioned destructive behavior, possibly maintained by automatic reinforcement. During a follow-up assessment, similar levels of the target behaviors were observed when those materials were either presented noncontingently (M=0.18) or within a demand context (M=0.21). Furthermore, following a preference assessment of destructible materials, the pairwise functional analysis was repeated using the new materials and a nonsocial function was evident. |
| |
|
| 80. Pairing Modified Signs With Verbal Stimuli to Teach Receptive Identification of Objects to a Young Girl with Rett Syndrome |
| Area: DDA; Domain: Applied Research |
| KIMBERLY S. HALTER (Bright Futures, Inc.), Laurance A. Raio (Bright Futures, Inc.) |
| Abstract: Individuals with Rett Syndrome often have difficulty acquiring receptive language. A case study is presented in which modified signs are paired with verbal instruction to teach receptive object identification. A process of intervention is outlined including sign and object selection, presentation of stimuli and instructional procedures. Improvement in the comprehension of spoken language was observed when visual supports were utilized. The researchers defined sign language as a visual support therefore prompt-fading is not recommended. Results are discussed along with the need for increased research on the use of sign language to teach receptive language to individuals with Rett Syndrome. |
| |
|
| 81. Evaluation of Computer-assisted Techniques for Measuring Injury Severity |
| Area: DDA; Domain: Applied Research |
| DAVID M. WILSON (University of Florida), Brian A. Iwata (University of Florida) |
| Abstract: We evaluated the utility of an inexpensive, efficient, and noninvasive technique for measuring the severity of tissue damage produced by self-injurious behavior (SIB). The technique used digital photographs of wounds and computer software to obtain surface- area measurements of wounds. In Study 1, the digital photograph/computer assisted technique was compared to a transparency-based technique in estimating the size of several models of wounds that varied in shape and size. In Study 2, the digital photograph/computer assisted technique was used to document changes over time in the SIB exhibited by a woman diagnosed with Prader-Willi Syndrome, as evidenced by changes in wound size. |
| |
|
| 82. The Effects of Treatment Integrity on Student Performance |
| Area: DDA; Domain: Applied Research |
| BRETT J. DINOVI (Devereux New Jersey Center for Autism), Amy Spence (Devereux New Jersey Center for Autism), Karen Woods (Devereux New Jersey Center for Autism), Sarah Sarita DeMarco (Devereux New Jersey Center for Autism) |
| Abstract: This study used a multiple baseline across participants to examine the effects of improved treatment integrity on the adaptive behaviors of students with developmental disabilities. A training method using feedback and participatory management strategies demonstrated improvement in the accuracy of treatment plan implementation, as well improvement of the vocal responses from teachers articulating the treatment procedures. Subsequently, this increased the adaptive behaviors of students. Increases in treatment integrity, however, did not result in changes in adaptive behavior for all students, suggesting inefficacious treatments for some. Inter-observer agreement data were gathered indicating reliable results. The implications of these findings for the maintenance of accurate treatment implementation in classrooms and residential settings are discussed. |
| |
|
| 83. Skills of Mentally Retarded Children in Determining and Drawing Emotional Facional Expression |
| Area: DDA; Domain: Applied Research |
| S. SUNAY YILDIRIM-DOGRU (Anadolu University, Turkey) |
| Abstract: In this study, the skills of Mentally Retarded Childeren in determinig and drawing Emotional Facial Expressions (happiness, sadness and anger) have been evaluated. Research’s study group was made up of 38 mentally retarded students, including 12 girls and 26 boys (7-14 age), who were educated at a special lower class, with entegrated education and who were attending a special training schools. This research was conducted according to the relational scanning model. The data of the research were gathered in three phases. As the first step, the scale of Determination of Facial Expressions was used in order to determine the children’s state of being happy, sad and angry. At the second step, the aim was to have information about their facial expressions by using story-cards, used to tell stories, and by showing them pictures, which may trigger these facial expressions. After representation of story cards, the children were asked to draw these emotional facial expressions in the form of mouth, eyes and eyebrows. As the third and last level of study, picture-word matching method was used. In this level, the children were required to match the appropriate adjective for the facial expressions presented in the story with pictorial facial expression cards represented to them before.
In conclusion, it was found that there was not significant difference between boys and girls in the skills of determining and drawing the emotional facial expressions P<0.05. It was also seen that the childeren in integrated education were more successful in determining and drawing the emotional facial expressions than the other two groups. It was determined that happiness and sadness were the two emotions that the children were most successful in drawing. |
| |
|
| 84. PICA Exchange Program to Decrease PICA Behavior |
| Area: DDA; Domain: Applied Research |
| MOHAMMAD I. AL-ATTRASH (Howe Center) |
| Abstract: PICA behavior may pose serious health risks and decreasing or eliminating this behavior is crucial for individuals who engage in this type of behaivor. The participant is a 60 year old male with mental retardation who lives in a state institution. After identifying PICA items and the competing reinforcers he was taught to exchange PICA with the competing reinforcers. As a result PICA was eliminated. |
| |
|
| 85. Analogue Functional Analysis of Movements Associated with Tardive Dyskinesia |
| Area: DDA; Domain: Applied Research |
| MARIA G. VALDOVINOS (Vanderbilt University), Ada Celeste Roberts (Vanderbilt University), Craig H. Kennedy (Vanderbilt University) |
| Abstract: People with developmental disabilities have a history of psychotropic medication use, in particular antipsychotics. Included with other side effects, the most noted effect is tardive dyskinesia, a disorder characterized by uncontrollable movements of the face, trunk, and extremities. We studied whether movements associated with tardive dyskinesia (TD) served operant functions in two men with developmental disabilities. In Study 1, we found that TD-related movements occurred in the Alone and Attention conditions, but not Control or Demand conditions. In Study 2, we contrasted motor tasks with varying types of social reinforcement. Our findings suggest that the TD-related movements were a function of motor activation tasks associated with the conditions in the first study and did not serve an operant function. |
| |
|
| 86. A Reversal Design to Indicate the Effects of Physical Contact on the Problem Behavior of an Adult with Mental Retardation |
| Area: DDA; Domain: Applied Research |
| DIANA POLES (Vinfen Corporation), Sharon Prescott (Vinfen Corporation) |
| Abstract: AT is a 39-year-old male diagnosed with Mental Retardation, Mental Illness/Schizo-affective Disorder, Autism Spectrum Disorder with Impulse Control Disorder, perseverative and obsessive behavior problems secondary to the ASD diagnosis. AT engages in frequent tantrums with aggression and dangerous elopements/bolting requiring frequent physical intervention from staff. A variety of functional assessment tools and direct observation provided contradictory results and showed no reliable information from which to test a hypothesis. Subsequent to functional assessment, a medical consultation was conducted. The medical consultant suggested that AT might be exhibiting high rates of problem behavior, specifically tantrums and bolts, as a means to acquire and maintain physical restraint for the purposes of sexual stimulation. In order to test the hypothesis of sexual stimulation as a reinforcer for tantrums and bolts a simple reversal design was implemented using an approximation of restraint. A firm, brisk bear hug was applied and lifted throughout treatment. Analysis revealed an increase in target responses during treatment with a decrease during reversal and an overall trend toward reduction. |
| |
|
| 87. Using Video Modeling to Teach Domestic Skills with an Embedded Social Skill to Adults with Moderate and Severe Mental Retardation |
| Area: DDA; Domain: Applied Research |
| MELISSA A. BIDWELL (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University) |
| Abstract: In this study we assessed whether individuals with moderate to severe mental retardation would acquire a domestic skill, making coffee, along with an embedded social skill, serving and communicating with a peer. Three adults were trained via video modeling. Training took place in a room held for faculty meetings at the individuals work facility. Concurrent generalization probes were taken in a kitchen that was also located at the individual’s work setting. A multiple baseline across subjects design was implemented. During intervention, on a laptop computer the participants viewed a peer making coffee and serving another peer. After viewing the video the participants then made coffee and received verbal praise for each correct step. Preliminary results show that individuals can acquire skills via video modeling. One participant took seven intervention trials to reach criterion. In addition, the skill generalized across settings, people, and stimuli. The other two participants are slowly improving their skills. |
| |
|
| 88. Functional Analysis of Problem Behavior: An Extended Review |
| Area: DDA; Domain: Applied Research |
| JESSIEANNA P. BIRRER (Gonzaga University), Katrina Fuher (Gonzaga University), Anne M. Robinson (Gonzaga University), K. Mark Derby (Gonzaga University), Anjali Barretto (Gonzaga University) |
| Abstract: Functional analysis has become a commonly used methodology for identifying environmental variables that maintain problem behavior. Given the mandate established by IDEA 1997), its application to more natural environments such as. Extending the review compiled by Hanley, Iwata, and McCord (2003), we completed a descriptive analysis of functional analysis articles published between 1995-2000 to identify differences across a) settings; b) diagnostic groups; c) age groups; d) developmental level. Results are discussed in relation to the generalizability of functional analysis procedures. |
| |
|
| 89. A Model for Conducting Brief Functional Analyses and Brief FCT Probes in Residence Home for Children with Disabilities |
| Area: DDA; Domain: Applied Research |
| DANA C. JEFFERY (May South), Michael M. Mueller (May South), James W. Moore (May South), Dana Trahant (May South) |
| Abstract: Behavior analysts working in residence homes with young children often are responsible for several children in multiple group homes at any one time. When referrals for behavior assessments are recived, time is often a factor. This poster submission details the use of a brief functional analysis and FCT probes into an assessment for 3 children. For all 3 children, this model was proven time efficient, easy to implement, and produced results that 1) identified the behaivoral function maintaining severe behavior for each child, and 2) demonstrated a functionally based treatment for the behavior that was assessed for each child. All Analyses used 5 minute conditions followed by 2 minute FCT probes. Data from each analysis will be presented. |
| |
| |