Classroom Application of a Trial‐based Functional Analysis

Abstract

We evaluated a trial-based approach to conducting functional analyses in classroom settings. Ten students referred for problem behavior were exposed to a series of assessment trials, which were interspersed among classroom activities throughout the day. Results of these trial-based functional analyses were compared to those of more traditional functional analyses. Outcomes of both assessments showed correspondence in 6 of the 10 cases and partial correspondence in a 7th case. Results of the standard functional analysis suggested reasons for obtained differences in 2 cases of noncorrespondence, which were verified when portions of the trial-based functional analyses were modified and repeated. These results indicate that a trial-based functional analysis may be a viable assessment method when resources needed to conduct a standard functional analysis are unavailable. Implications for classroom-based assessment methodologies and future directions for research are discussed.

Description of a Practitioner Training Program on Functional Analysis and Treatment Development

“…These factors may have led to more robust findings than could be expected with trainees who do not receive additional compensation or who have less experience in the field of behavior analysis. In addition, our training and interpretation of correct responses when conducting FA sessions were limited to the procedures outlined by Iwata et al (1982Iwata et al ( /1984, which may lack some generality given the multitude of variations that have been described in the literature since that initial publication (e.g., Bloom, Iwata, Fritz, Roscoe, & Carreau, 2011;Najdowski, Wallace, Ellsworth, MacEleese, & Cleveland, 2008). We were interested, however, in developing a training model for individuals who are not well-versed in FA methodologies, and thus, saw training of the original conditions as an appropriate starting point.…”

The Effects of Advance Notice on Problem Behavior Occasioned by Interruptions of an Ongoing Activity in a Young Girl with Autism

“…Procedure A trial-based functional analysis was conducted based on procedures described by Bloom, Iwata, Fritz, Roscoe, and Carreau (2011) with antecedent and consequence modifications based on Hagopian et al (2007). Each session of the FA consisted of sequential 2-min control-test trials.…”

Ethics in sexual behavior assessment and support for people with intellectual disability

“…In the situation in which determination of function for a behavior with a sexual topography is necessary, BCBAs should consider alternate means of functional assessment, such as structural analysis [41], precursor analysis [42], brief functional analysis [43], and single-trial [44,45]. Clinicians must also consider that while sexual behavior has operant properties and is subject to behavioral interventions [32], it is inherently more complex than much of other operant behavior given interactions of hormones, possible medication side effects, social interaction, possible social positive reinforcement, and interaction with media depictions of sexuality combined with vicarious reinforcement, just to name a few.…”