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| Exploring New Frontiers in the Application of Functional Analysis Methodology |
| Sunday, May 30, 2004 |
| 3:00 PM–4:20 PM |
| Fairfax B |
| Area: EAB/TBA; Domain: Applied Research |
| Chair: Michael I. Axelrod (Girls and Boys Town) |
| Discussant: T. Steuart Watson (Private Practice) |
| Abstract: . |
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| A Brief Multi-step Procedure for Teaching Functional Analysis Skills to Paraprofessionals |
| TONYA S. BUTLER (Girls and Boys Town), Nancy L. Foster (Girls and Boys Town), Clinton E. Field (Girls and Boys Town), Donna L. Stewart (Girls and Boys Town) |
| Abstract: The purpose of this presentation is to describe the process for training paraprofessionals in conducting naturalistic functional analyses of typically developing adolescents living in a group home setting. The training began with a didactic presentation on function and the procedures involved in conducting a functional analysis. Following the didactic training, staff were further trained via in-vivo experiences which included modeling, coaching, and functional analysis strategy sessions. Functional analysis was first modeled by a behavioral psychologist while the target student was involved in their normal daily routine. The staff member was then encouraged to perform an appropriate functional analysis strategy while being observed by the psychologist. During the coaching phase, the psychologist reinforced correct activities and notations related to function and functional analysis and provided feedback for those that were incorrect. The final phase of training involved strategy sessions whereby each staff member presented the information they had collected on a particular student, including the hypothesized function of the target behavior(s), and received feedback from the group on both their written forms and the conclusions gleaned from their data. Data indicated that staff members conducted accurate functional analyses as measured by their adherence to analysis integrity protocol and that they derived accurate statements about function based on their data. |
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| Examining the Effects of Reactivity During Functional Analysis Conducted by Known and Unknown Experimenters |
| DONNA L. STEWART (Girls and Boys Town), Clinton E. Field (Girls and Boys Town), Nancy L. Foster (Girls and Boys Town), Tonya S. Butler (Girls and Boys Town), Michael I. Axelrod (Girls and Boys Town) |
| Abstract: Most functional analyses are performed by those with considerable expertise in behavior analysis. However, when conducting these same analyses with typically developing adolescents, likelihood of reactivity is greater which may affect the results of the functional analysis. The first phase of this study documents this reactivity when the functional analyses were performed by individuals unknown to the adolescents. The results indicated low rates of the target behavior(s) and undifferentiated functional analysis. To diminish the effects of reactivity and increase the probability of obtaining meaningful functional analysis data, persons known to the adolescents were trained to conduct the analyses. The second phase of this study indicates that functional analyses performed by known persons reduced reactivity and yielded data useful for treatment planning. Discussion focuses on the many advantages associated with training paraprofessionals in conducting naturalistic functional analyses, particularly for reducing reactivity to unknown persons and obtaining more meaningful and less inferential (i.e., those closer to the natural setting) functional analysis results. |
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| "Next-Step" Applications of Functional Analysis |
| CLINTON E. FIELD (Girls and Boys Town), Tonya S. Butler (Girls and Boys Town), Nancy L. Foster (Girls and Boys Town), Donna L. Stewart (Girls and Boys Town) |
| Abstract: The application of functional analysis methodology is well established and supported by a voluminous amount of empirical data, especially among individuals diagnosed with severe developmental and behavioral disorders (e.g., Cooper et.al., 1992; Mace & Lalli, 1991; Northup, et.al., 1997) However, there are many clinical populations and a large number of problem behaviors for which functional analysis has yet to be applied. Extending functional analytic techniques to novel clinical problems and populations would likely result in more effective treatments for normally developing adolescents. The purpose of this study was to evaluate the long-term benefits of utilizing experimental functional analyses for developing clinical interventions for a novel target population. This study contributes to our understanding of functional analysis methodology in at least three significant ways: 1) the study targeted cognitively average adolescents, 2) the functional methodology was implemented in a naturalistic setting, and 3) follow-up data were collected describing the long term benefits of utilizing functional analyses under these relatively novel conditions. Discussion focuses on the need for more widespread and creative application of functional analysis methodology and the potential utility of behavior analytic strategies among typical clinical populations and settings. |
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