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| Further Extensions of Functional Assessment |
| Sunday, May 30, 2004 |
| 1:30 PM–2:50 PM |
| Gardner |
| Area: EDC; Domain: Applied Research |
| Chair: Lee Kern (Lehigh University) |
| Discussant: John A. Northup (University of Iowa) |
| Abstract: . |
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| Identifying Behavioral Function Using Choice in the Classroom Setting |
| Alexandra Hilt (Syracuse University), BRIAN K. MARTENS (Syracuse University) |
| Abstract: Functional analysis has been shown in the literature to be an effective method of identifying the function of problem behavior in a variety of settings. While this methodology is effect, it can be difficult and time consuming to implement. As a result, researchers have recently begun to look for alternative methods to the tradition functional analysis. One possible method for assessing behavioral function that has not yet been explored in the literature is through the use of choice. The purpose of the purposed study was to assess the effectiveness of using choice in the classroom to identify the function of students' off-task behavior. During academic work periods, participants were provided the opportunity to choose a consequence (i.e., break from task, attention from adult, attention from peer) contingent on off-task behavior. Results indicate that all four students demonstrated a clear preference for one consequence. In addition, when given the opportunity to access the maintaining consequence through an alternative behavior (choosing the consequence) off-task behavior was reduced in all participants. Interobserver agreement data were collected for 30% of sessions across all participants and averaged 90% or above for off-task behavior and choices made. |
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| Expanding the Utility of Functional Assessment: An Illustrative Case Example of a Behavior Support Plan for A Two-Year-Old Child Across Three Home Routines |
| SHELLEY CLARKE (University of South Florida), Stephanie Johnston (University of South Florida), Lise Fox (University of South Florida), Glen Dunlap (University of South Florida), Terri C. Garves (University of South Florida), Kathi Armstrong (University of South Florida) |
| Abstract: In recent years, researchers have employed strategies associated with positive behavior support to develop interventions that focus on the reduction of challenging behavior. PBS and the process of functional behavioral assessment offer an empirically sound approach to intervening with the problem behaviors of children and adults with disabilities (Lucyshyn et al., 2002). Although there is great confidence from researchers in the importance of this approach for children, very little research has been conducted with children younger than three years. The current study demonstrates the completion of an FBA within a PBS support plan for a twenty-four-month-old boy who exhibited a speech delay, and engaged in challenging behavior. Following assessment, hypotheses were formulated and support plan strategies developed. The components generated included changes to parent interactions, child participation, and environmental modifications. All components were implemented by the child=s mother, and were effective in reducing challenging behavior and increasing child engagement during three typical home routines. A multiple baseline design illustrates changes in behavior. This investigation broadens the scope and utility of conducting functional assessment and provides evidence of the expanded impact of behavior analytic principles with a population not widely represented. |
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| Investigating the Additive Effects of Attention on Behaviors Maintained by Escape from Classroom Task Demands |
| HEATHER STERLING-TURNER (University of Southern Mississippi), Michael M. Mueller (May Institute), Melissa Scoggins (University of Southern Mississippi), Thomas Schanding (University of Southern Mississippi), Dana Swartzwelder (University of Southern Mississippi), Erin Perry (University of Southern Mississippi) |
| Abstract: Functional behavior assessment (FBA) incorporating a functional analysis is emerging as an effective model used to assess classroom behavior problems. However, conducting a FBA in a classroom presents challenges for school psychologists such as determining which environmental variables to evaluate in the assessment. Because teacher attention is often delivered at the same time that a child is escaping academic tasks, a functional analysis might be conducted to determine which specific variable (escape or attention) is responsible for reinforcing the behavior. Currently, no published studies have evaluated functional analysis conditions designed to determine if the combination of multiple variables (i.e., escape and attention) presented together lead to differences in the level of problem behavior compared to when they are presented separately. This study presents a classroom-based functional analyses in which an escape-to-attention condition was used. Data were collected during consultation cases and used for clinical decision making in the schools. Future research in this area and benefits of the including new analysis conditions in classrooms are discussed. |
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