Modifications to basic functional analysis procedures in school settings: a selective review

Ellis, Janet; Magee, Sandy K.

doi:10.1002/bin.161

Cited by 13 publications

(6 citation statements)

References 42 publications

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“…However, conducting a typical functional analysis can be complex and time consuming (Bloom, Iwata, Fritz, Roscoe, & Carreau, 2011) and therefore, is not attempted by most teachers. Nonetheless, the standard method of functional assessment can be modified to increase generalizability outside of the analysis setting and generate a successful intervention (Bloom, et al, 2011;Ellis & Magee, 2004). Moreover, the reduction in problem behavior and increased instructional time that result from function-based behavior intervention strategies make the effort worthwhile however demanding (Koegel et al, 2003).…”

Section: Introductionmentioning

confidence: 99%

Increasing Academic Engagement through Focused Antecedent Modification

Short

2016

JCT

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This article reviews the functional behavior assessment steps followed to develop interventions designed to decrease challenging behavior in the classroom. The implementation of antecedent based interventions generated from data gathered through interviews and observations addressed off-task, call outs and other challenging classroom behaviors. The interventions helped the student learn appropriate replacement behavior that resulted in a decrease in challenging behavior. A discussion and description of the step by step process of developing and implementing an effective antecedent based intervention to address disruptive behavior triggered by the demand of academic tasks is presented.

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Section: Introductionmentioning

confidence: 99%

Increasing Academic Engagement through Focused Antecedent Modification

Short

2016

JCT

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“…Across methods, relatively low rates of problem behavior during FA have been demonstrated with those identified with EBD (Cunningham & O’Neill, 2007; Ervin et al, 2001; Solnick & Ardoin, 2010); this suggests that the relevant environmental variables have not been appropriately manipulated (Call, Wacker, Ringdahl, & Boelter, 2005; Cunningham & O’Neill, 2007; Ellis & Magee, 1999, 2004; Hanley, Iwata, & McCord, 2003). Concerns with completing FA in public school classrooms include competing interests of teachers, limited space and personnel, difficulty with procedural integrity, a decrease of instructional time, removal from and disruption to the learning environment, and risk to staff members and peers (Cunningham & O’Neill, 2007; Payne et al, 2007; Solnick & Ardoin, 2010).…”

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confidence: 99%

Trial-Based Functional Analyses With a Student Identified With an Emotional and Behavioral Disorder

Flanagan

DeBar

2017

Behavioral Disorders

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Problem behavior displayed by these individuals is often difficult to assess and treat and potentially can lead to number of poor outcomes (Cunningham & O'Neill, 2007; Ervin et al., 2001; Solnick & Ardoin, 2010). As many as 50% of children with EBD drop out of school, with only 42% successfully graduating from high school (Kern & Dunlap, 1999). Contact with the criminal justice system after leaving school is substantially higher than typical and employment is substantially below the norm (Yell et al., 2009). These students are also more likely to be placed in restricted settings and experience suspension and expulsion at much higher rates than students who have other disabilities or students in general education (Simpson, 2004; Skiba, Peterson, & Williams, 1997). Outcome measures of those identified with EBD are grim (Simpson, 2004; Skiba et al., 1997). There is a need for effective, efficient assessment procedures that lead to the rapid development of interventions tailored to the underlying function of the problem behaviors, increase alternative behaviors, and maintain children in the least restrictive setting. Function behavior assessment has been shown to be effective in this process. Functional behavior assessments (FBAs) are methods to identify the function of problem behavior and to inform an intervention based upon the identified or hypothesized reinforcer of the target behavior. While FBA is an umbrella term referring to the range of methods available to assist in determining function (e.g., indirect, descriptive, functional analysis [FA]), an FA involves systematically altering some aspect of the environment while observing the target behavior (Hanley, 2012). Children identified with EBD present with certain characteristics that have made conducting FA challenging in public school settings (Anderson & St. Peter, 2013; Payne, Scott, & Conroy, 2007). Typically, children who are identified with EBD command extensive verbal repertoires and engage in a range of problem behavior including aggression, property destruction, elopement, and various forms of self-injury. Other topographies of problem behavior include selective eating, social isolation, social withdrawal, verbal threats, and noncompliance (Kern & Dunlap, 1999; Yell et al., 2009). Idiosyncratic variables that may be important to the display and maintenance of problem behavior may be absent or difficult to replicate and participants identified with EBD may identify the setting and procedures as contrived (

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“…There is some evidence that interventions based on behavioral modification can be successful (Ellis & Magee, 1994), but literature is limited as many studies are directed towards behaviors being maintained by socially mediated reinforcers, for example, tangible reinforcement, escape from instructions, or social attention. Approximately 5 % of the studies were inconclu-'Address corres ondence to Dr. Jose I. Navarro, Department of Psychology, University of Cadiz, Campus &o San Pedro, Puerto Real-Cadiz, Spain 11510 or e-mail (jose.navarro@uca.es).…”

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confidence: 99%

“…There is some evidence that interventions based on behavioral modification can be successful (Ellis & Magee, 1994), but literature is limited as many studies are directed towards behaviors being maintained by socially mediated reinforcers, for example, tangible reinforcement, escape from instructions, or social attention. Approximately 5 % of the studies were inconclu-sive, and a quarter did not consider the importance of social reinforcers (Iwata, Dorsey, Slifer, Bauman, & Richmari, 1994;Hanley, Iwata, & McCord, 2003).…”

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confidence: 99%

Positive Behavioral Intervention in Children who Were Wards of the Court Attending a Mainstream School

et al. 2007

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This report looked at the effects of treatment using contingency contracts and token economy procedures in three children, two 14 yr. and one 8 yr., who were wards of the court and attending a mainstream school. Students presented problems of adaptation to school, such as making constant noises with the mouth, hands, or pencil on the desk; frequently emitted raucous cries in the classroom; destruction of school resource materials; verbal aggression to classmates and teachers; verbal rejection of all academic work, refusing to do it, making negative comments prior to starting any school activity, in addition to lack of motivation for undertaking school activities. A 4-mo. individual treatment using contingency contracts and token economy behavioral procedures was implemented, with several follow-up sessions. The results indicated an adaptation of behavior to the school environment, confirmed by teachers, significantly reducing the incidence of insults, the destruction of school materials, and indolence during class sessions. These students are at high risk for social exclusion. Interventions have potential social importance in possible prevention of adult criminality, increasing academic achievement, and decreasing social exclusion.

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Modifications to basic functional analysis procedures in school settings: a selective review

Cited by 13 publications

References 42 publications

Increasing Academic Engagement through Focused Antecedent Modification

Increasing Academic Engagement through Focused Antecedent Modification

Trial-Based Functional Analyses With a Student Identified With an Emotional and Behavioral Disorder

Positive Behavioral Intervention in Children who Were Wards of the Court Attending a Mainstream School

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