Association for Behavior Analysis International

Although standard functional analysis (FA) can be integral in the design of interventions for challenging behavior, FAs are rarely used. Reasons vary, but often include the amount of challenging behavior FAs evoke, ecological validity, and resource constraints. One viable alternative is trial-based FA (TBFA). TBFAs are conducted through a distributed-trial format, which limits the amount of challenging behavior that can be evoked. Further, TBFAs are typically conducted by indigenous implementers (e.g., teachers) in natural settings (e.g., schools). These simple adaptations address many concerns with FAs and with systematic approaches to intensive intervention (generally). This symposium highlights research, which expands the accessibility and utility of TBFA and trial-based intensive intervention. The first talk highlights a multitiered professional development curriculum aimed at training teachers to implement TBFAs and function-based interventions. The second talk demonstrates potential for establishing expertise on TBFA with minimal resources, using a partially automated training employing the behavior-skills training framework. The third talk extends this work by demonstrating that a similarly formatted training on trial-based FCT can facilitate effective intervention by caregivers with no formal training in behavior analysis. The final study highlights an approach to data analysis that appears to improve efficiency without sacrificing the accuracy of TBFA.

Practitioners

The trial-based FA can identify functions of challenging behavior in applied settings when resources needed to conduct standard FAs are unavailable. Previous research has demonstrated the potential of partially automated training packages to teach professionals to implement trial-based FAs with fidelity. In our study, we extend this work by using a partially automated training package to teach five caregivers to conduct trial-based FAs in their homes, summarize and interpret the data they collected, and independently identify the functions of the challenging behavior of their own children. We evaluated this training’s effectiveness using a multiple-probe across skills design. All participants mastered targeted competencies. These results might inform decisions about who is qualified to conduct FAs, and under what circumstances

Functional communication training (FCT; Carr & Durand, 1985) is ideal for addressing the problem behavior of individuals with intellectual and developmental disabilities because it increases functional communication while simultaneously reducing problem behavior. By adapting FCT to mirror trial-based FA formats described above, we may increase the feasibility of this highly effective intervention in naturalistic settings. In our study, we used a partially-automated training package, employing BST, to teach caregivers of children with IDD and challenging behavior to implement trial-based FCT. Using a withdrawal design, we analyzed the impact of caregiver-implemented trial-based FCT on the latencies of challenging behavior and functional communication. We also evaluated the extent to which caregivers could implement the intervention with fidelity. Preliminary results suggest caregiver-implemented trial-based FCT can be conducted with fidelity and can effectively reduce problem behavior in home settings. This finding suggests that, with limited support from trained professionals, it can feasible and effective to train indigenous implementers to conduct FCT in their homes.