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| Experimental Analysis Procedures: Second Generation Issues Across Natural and Analogue Settings |
| Tuesday, June 1, 2004 |
| 10:30 AM–11:50 AM |
| Fairfax B |
| Area: EAB/DDA; Domain: Applied Research |
| Chair: Jennifer M. Asmus (University of Florida) |
| Abstract: . |
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| Comparison of Functional Analysis Findings Across Home and School Settings |
| JENNIFER A. SELLERS (University of Florida), Jennifer M. Asmus (University of Florida), Maureen Conroy (University of Florida) |
| Abstract: It has been hypothesized that aberrant behavior serves the same function across diverse settings, including home and school (Cooper et al., 1990). The purpose of this presentation will be to share the functional analysis findings of 8 participants from The Autism Inclusion Project, a directed research grant funded by the U.S. Department of Education. Functional analyses were conducted across home and school settings to develop interventions to decrease the aberrant behaviors of children with ASD. Analyses indicated that the function of the children's aberrant behavior averaged 80% (range: 50 to 100%) agreement across settings. Interobserver agreement was obtained for an average of 32% of sessions and averaged 89%. Results will be discussed in relation to the generalization of assessment findings across settings. |
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| Application of Functional Analysis and Functional Communication Training in a Classroom Setting |
| K. MARK DERBY (Gonzaga University), Jennifer Neyman (Gonzaga University), Abigal Clinton Ferguson (Gonzaga University), Anjali Barretto (Gonzaga University), Kathleen Rice (Gonzaga University) |
| Abstract: In this study we conducted a functional analysis and implemented function communication training (FCT) with three 4-year-old boys. All assessment and treatment sessions were conducted by the classroom teacher in a pre-kindergarten room. Functional analysis and FCT session were blended into the classroom schedule. All assessment and treatment sessions were videotaped and scored using a 6-second partial interval recording system. Two independent observers achieved 90% agreement on over 33% of the sessions. All three participants showed clear social functions during the functional analysis. FCT was based on the functional analysis outcomes and was successfully implemented in the classroom. Results will be discussed in terms of community-based assessment and treatment. |
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| Antecedent Effects on Accuracy and Compliance in Young Children |
| ERIC BOELTER (University of Iowa), David P. Wacker (University of Iowa), Nathan Call (University of Iowa), Todd G. Kopelman (University of Iowa) |
| Abstract: An experiment investigation was conducted using brief experimental analyses to assess the affects of antecedent manipulations (e.g., task dimensions) on accurate responding and noncompliant behaviors. Three typically developing children, ages 6-7 years, who were referred to an outpatient clinic for noncompliance participated in the investigation. In Experiment One, task dimensions (e.g., complexity) were manipulated while consequences were held constant. The results of this experiment showed that as task complexity and difficulty increased, a decrease in response accuracy was observed. In Experiment Two, task dimensions were also manipulated. Results of this experiment showed that the complexity of task directives affected correct responding and that task preference affected noncompliant behavior. In Experiment Three, the participant was evaluated in an outpatient and inpatient clinic. During the inpatient assessment, an antecedent-based treatment procedure providing verbal cues and choices of positive reinforcement was implemented. The results of this assessment indicated that this treatment procedure was effective at increasing compliance across both easy and difficult tasks. Overall, we interpreted these findings as showing that antecedents can function as both discriminative stimuli for accurate responding and as establishing operations for negative reinforcement. Mean IOA for participants was, 100%, 91% (range 80-100%), and 98% (range 78-100%), respectively. |
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| Functional Analysis of Socially Withdrawn Behavior in Children with Autism |
| JENNIFER M. ASMUS (University of Florida), Maureen Conroy (University of Florida), Jennifer A. Sellers (University of Florida), Brian A. Boyd (University of Florida), Elizabeth Weeks (University of Florida), A. Katherine Matzen (University of Florida), Crystal N. Ladwig (University of Florida) |
| Abstract: The number of students identified with Autism Spectrum Disorders (ASD) is increasing, but the majority of these students have little or no access to the general education classroom and curriculum. One of the primary reasons students with ASD are served in placements other than the general education classroom is that they frequently exhibit problem social behavior and significant social deficits that interfere with their ability to be successful in the general education setting. Functional analysis (Iwata et al., 1982/1994) has been utilized repeatedly to identify the functions of problem behaviors in order to identify and match treatments for problem behavior. However, the social skills literature for students with ASD has largely focused on the use of specific intervention strategies with very limited research that has experimentally assessed social skills difficulties. This purpose of this presentation will be to present a model for modifying functional analysis procedures (Iwata et al., 1982/1994) to identify the function of socially withdrawn behavior in children with autism. A case example will be presented where 80% interobserver agreement was obtained across all functional analysis sessions. Results will be discussed in terms of implications for expanding the types of behaviors assessed using functional analysis procedures. |
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