The Big Four: Functional Assessment Research Informs Preventative Behavior Analysis

Abstract

Current practice guidelines suggest that the assessment and treatment of challenging behavior should consist of conducting a functional behavior assessment following the onset of problem behavior. This assessment process can include indirect and direct assessment, as well as manipulation of variables to determine function. The purpose of this article is to outline a proposal that would add prevention practices to early intervention guidelines for problem behavior. Based on decades of research, the suggestion is to proactively teach children at risk for problem behavior to navigate four of the most common conditions that have been demonstrated to occasion problem behavior. Prevention is made a possibility because a large body of research examining the conditions under which challenging behavior occurs has been reliably replicated. Preventative approaches are an emerging phenomenon and reflect a progression in the practice of behavior analysis. Prevention may lead to acquisition of prosocial behavior before problems arise, to expedited and enhanced treatment, to increased access to favorable learning environments, and, we hope, to improvement in the quality of life for many children at risk for the development of problem behavior.

Life skills instruction for children with developmental disabilities

“…The PLS program included instruction following, functional communication, tolerance of delays, and friendship skills, based on the relevant literature on school readiness (e.g., Heaviside & Farris, ; Lin, Lawrence, & Gorrell, ; Piotrkowski, Botsko, & Matthews, ), as well as the functional assessment and treatment of problem behavior (e.g., Ala'i‐Rosales et al, ; Carr & Durand, ; Hanley, Iwata, & Thompson, ). In the original study, instruction occurred on a class‐wide level with 16 preschool children.…”

A quantitative analysis of accuracy, reliability and bias in judgements of functional analyses

“…For example, Case 6 shows an elevated level for the escape condition, but an emerging trend in automatic. There is, however, debate in the field regarding the likelihood that a given behavior is multifunctional (Ala'i‐Rosales et al, 2018; Iwata et al,1994). This is relevant to the current discussion because the background probability of a given outcome may influence the decision of the behavior analyst (Swets et al, 2000).…”

From eligibility assessment to intervention for students with autism spectrum disorder

“…There is a wide range of research supporting the use of focused ABA strategies for enhancing social and functional communication skills and treating behavior problems in children with ASD (National Research Council, 2001; Schreibman & Ingersoll, 2005). Concomitantly there is an increased interest in FBA (Ala'i‐Rosales et al, 2018). For example, this model has become the central part of assessment within the schools for all child developmental challenges.…”