Trial-based functional analysis (TBFA) possesses many strategic advantages which make it an ideal candidate for adoption in applied settings. Notwithstanding, some aspects of the analysis remain underdeveloped, including structured guidelines for interacting with obtained data reliably in formative and summative ways. The purpose of this study was to adapt existing ongoing visual-inspection (OVI) criteria to match the idiosyncrasies of TBFA and then to assess their practical utility in applied settings. Thus, we first drafted OVI criteria appropriate for trial-based FA (i.e., TB-OVI). Then, we trained 5 caregivers to conduct TBFAs of their children's challenging behavior and to react to their data as they obtained it, using the TB-OVI criteria as their guide. Finally, we validated interpretations of TBFA outcomes based on TB-OVI criteria through effective intervention. Across 5 participants and 7 opportunities, function-based interventions successfully eliminated challenging behavior.

Problem-behavior resurgence can occur during lapses in the fidelity of interventions like functional communication training (FCT). Basic and translational research suggests that 1 potential strategy for mitigating relapse resulting from fidelity errors is to serially train multiple alternative responses. Two studies that evaluated serial training for this purpose (Lambert, Bloom, Samaha, & Dayton, 2017;Lambert, Bloom, Samaha, Dayton, & Rodewald, 2015) found discrepant results, with the desired recency effect (i.e., a greater magnitude of resurgence of recently trained alternative behavior, relative to resurgence of target behavior) only observed in the original study (Lambert et al., 2015). One hypothesis for discrepant results was that duration of exposure to baseline conditions differed considerably across studies (i.e., the former shaped new and arbitrary responses for analysis, and the latter addressed challenging behavior already at strength at study onset). Targeting arbitrary responses, we exposed 3 adult humans with developmental disabilities to 2 identically implemented analogues to serial FCT in a 2-component multiple schedule. Long-history baselines consisted of hundreds of sessions across months of implementation. Short-history baselines consisted of just a few sessions. During resurgence tests, we observed recency for 2 participants and primacy for 1. Thus, duration of exposure to baseline did not impact relative magnitude effects. Implications and future directions are discussed.

Trial-based functional analysis (TBFA) is an accurate and ecologically valid assessment of challenging behavior. Further, there is evidence to suggest that individuals with minimal exposure to behavior analytic assessment methodology (e.g., parents, teachers) can quickly be trained to conduct TBFAs in naturalistic settings (e.g., schools, homes). Notwithstanding, the response effort associated with training development can be prohibitive and may preclude incorporation of TBFA into practice. To address this, we developed a partially automated training package, intended to increase the methodology’s accessibility. Using a multiple-probe across skills design, we assessed the degree to which the package increased caregiver accuracy in (a) implementing TBFAs, (b) interpreting TBFA outcomes, and (c) managing TBFA data. Six caregivers completed this study and all demonstrated proficiency following training, first during structured roleplays and again during assessment of their child’s actual challenging behavior.

Little research has highlighted how evidence‐based practices (e.g., functional communication training [FCT]) might be adapted for bilingual learners with disabilities. In the current study, we served 2 children with autism spectrum disorder (ASD) and challenging behavior whose parents primarily spoke Spanish at home, and whose teachers primarily spoke English at school. Following traditional FCT (i.e., 1 language only), we systematically replicated the findings of Neely, Graber et al. (2020) by demonstrating that mands in the untrained language (i.e., English) did not emerge when trained mands (i.e., Spanish) contacted extinction in alternative‐language contexts. Simultaneously, challenging behavior consistently resurged. After children received explicit training with both languages and were taught to change the language of request when initial attempts were unsuccessful (i.e., “repair the message” training), these same children successfully obtained high rates of reinforcement in both language contexts, and challenging behavior rarely occurred.

Trial‐based functional analyses are valid assessments for identifying functions of problem behavior; however, there is little guidance in the literature on interpreting the resultant data from such assessments. The current study sought to extend Standish, Bailey, et al. (2021) by incorporating their trial‐based ongoing visual‐inspection criteria into a formative assessment process during a telehealth‐based consultation for parents seeking treatment for their child's problem behavior. The results showed that parent‐implemented trial‐based functional analyses guided by the trial‐based ongoing visual‐inspection criteria resulted in an efficient assessment‐to‐intervention progression and that the treatments were both effective and socially valid.