Use of the Structured Descriptive Assessment With Typically Developing Children

Anderson, Cynthia M.; English, Carie L.; Hedrick, Theresa M.

doi:10.1177/0145445504264750

Cited by 9 publications

(6 citation statements)

References 17 publications

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“…The method of the structured descriptive assessment used in this study generally replicates that used and pioneered by Anderson and colleagues (Anderson & Long, 2002;Anderson et al, 2006;Freeman et al, 2000). However, this study differs from those listed in respect of the data analysis techniques used, which are more extensive in this study.…”

Section: Introductionmentioning

confidence: 91%

“…The treatment utility of the structured descriptive assessment has been affirmed by studies that have tested the effectiveness of interventions derived from it (Anderson & Long, 2002;Anderson, English, & Hedrick, 2006;Dolezal & Kurtz, 2010). Also, its external validity has been supported by its application with a typically developing population, and the subsequent implementation of effective interventions .…”

Section: Introductionmentioning

confidence: 99%

“…To date, the application of the structured descriptive assessment has been in relation to children only (Anderson & Long, 2002;Anderson et al, 2006;Dolezal & Kurtz, 2010;Freeman et al, 2000). The young participants in these studies have presented with autism, learning disabilities, developmental disorders and traumatic brain injury, or have been typically developing children.…”

Section: Introductionmentioning

confidence: 99%

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Use of the structured descriptive assessment to identify possible functions of challenging behaviour exhibited by adults with brain injury

Rahman

Alderman

Oliver

2013

Neuropsychological Rehabilitation

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Behaviour modification procedures for challenging behaviour, based on principles of operant learning, benefit from an accurate appraisal of behavioural function. Numerous methods of direct and indirect functional assessment exist, which have relative strengths and weaknesses. In this study, structured descriptive assessments were used to identify the function of challenging behaviour. The application of this hybrid approach has been unexplored in the neurobehavioural literature. The structured descriptive assessments involved the systematic manipulation of antecedent variables (only) that were conducted by typical caregivers in the normal environment. Also, observational software was used to provide a high degree of analytical detail. The methodology was found to be effective in generating hypotheses of behavioural function and also efficient as a clinical research tool. Only just over 2.25 hours of assessment data were collected for each participant, on average, and yet functional relationships emerged in respect of all four participants. The aggression exhibited by two participants was deemed to serve a demand escape function and the challenging behaviours of the other two participants were attributed to an attention gaining function. Future studies should implement additional validity measures by corroborating findings with other (experimental) functional assessment techniques or by implementing treatment programmes based on its results.

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Section: Introductionmentioning

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Use of the structured descriptive assessment to identify possible functions of challenging behaviour exhibited by adults with brain injury

Rahman

Alderman

Oliver

2013

Neuropsychological Rehabilitation

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“…These general procedures have been shown to be effective for evaluating the causes of challenging behavior (Anderson & Long, 2002; Freeman, Anderson, & Scotti, 2000). In addition, some recent research has suggested that these procedures are useful in typically developing populations (Anderson, English, & Hedrick, 2006).…”

Section: Functional Assessment and Intervention: Areas In Need Of Res...mentioning

confidence: 99%

State of the art procedures for Assessment and treatment of learners with behavioral problems.

LaRue¹,

Weiss²,

Ferraioli³

2008

International Journal of Behavioral Consultation and Therapy

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Challenging behavior can create significant obstacles to academic and social progress for individuals in a school setting, particularly those with developmental disabilities. Functional assessments such as rating scales, ABC analyses, and functional analyses, are evidenced to be the most effective methods for identifying the maintaining variables of problem behavior and for informing efficient, function-based interventions. Although the empirical literature and federal mandates support the use of functional assessment, obstacles to the practical application of these procedures in school settings (e.g., training requirements, time constraints) may deter school staff from using them consistently. Recent research has addressed some of these concerns, and there is developing evidence for briefer, more user-friendly versions of functional assessment. Practitioners can maximize the effectiveness of the intervention process by linking treatment components to functional assessment results. Effective, function-based interventions are comprised of procedures designed to reduce target behavior prior to it occurrence, procedures to teach the learner to access the reinforcer (or an adaptive alternative) appropriately, and systematic procedures for responding to the behavior. Future studies should continue to refine these procedures and address the use of functional assessment with ext ended populations, including adults with disabilities and typically developing children.

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“…Although the analog functional analysis is useful for identifying causal relations among environmental events, the extent to which the results of the analog enhance treatment utility is not certain. A growing body of research suggests that including idiosyncratic variables, such as caregivers, may result in different patterns of responding (English & Anderson;Ringdahl & Sellers, 2000;Sasso et al, 1992). It has not yet been determined if inclusion of caregivers or other idiosyncratic variables in the analog enhances the treatment utility of the assessment.…”

Section: Statement Of the Problemmentioning

confidence: 99%

Evaluation of the Treatment Utility of the Analog Functional Analysis and the Structured Descriptive Assessment

English

Anderson

2006

Journal of Positive Behavior Interventions

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The analog functional analysis exerts a great deal of control over environmental variables due to the systematic manipulation of specific antecedent and consequent events. Previous research suggests that the treatment utility of the analog might be enhanced by including environmental variables specific to the participant (e.g., caregivers). An alternative to this is to conduct the functional assessment in the natural environment. The structured descriptive assessment (SDA) involves systematic manipulation of antecedent events but is conducted by caregivers in individuals' natural environment. The purpose of this study was to examine the treatment utility of the analog functional analysis and the SDA by comparing results of the analog functional analysis when conducted by experimenters versus caregivers to results obtained from the SDA. Additionally, consequence-based interventions based on the results of each assessment were evaluated. Four participants with developmental disabilities and their caregivers participated. For all four participants, different patterns of responding were observed across all three assessments. For all participants, the interventions based on the results of the SDA were more effective than interventions based on the analog functional analysis.

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Use of the Structured Descriptive Assessment With Typically Developing Children

Cited by 9 publications

References 17 publications

Use of the structured descriptive assessment to identify possible functions of challenging behaviour exhibited by adults with brain injury

Use of the structured descriptive assessment to identify possible functions of challenging behaviour exhibited by adults with brain injury

State of the art procedures for Assessment and treatment of learners with behavioral problems.

Evaluation of the Treatment Utility of the Analog Functional Analysis and the Structured Descriptive Assessment

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