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Behp 5049 > Unit 6 > Flashcards

Unit 6 Flashcards

1
Q

Steps in the General Process for Decreasing Problem Behavior

A
  1. Identify & define target bxs to decrease & increase from interview & observation
  2. Conduct functional assessment & develop hypotheses about the antecedents & consequences
    - Initiate data collection (Baseline)
  3. Develop & implement treatment based on hypothesis
  4. Evaluate effectiveness & implementation fidelity
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2
Q

Evaluating Treatment Effectiveness and Implementation

A
  • Treatment is effective: Promote maintenance & generalization
  • Treatment is not effective &:
  • Is NOT being carried out correctly: Retrain change agents, provide more support, adjust components, promote buy-in
  • IS being carried out correctly: Return functional assessment
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3
Q

A BCBA is working with a child who engages in hand biting. After a functional assessment, she hypothesized that the behavior is maintained by access to food. What is the next step in the process?

A

-Develop a plan based on the hypothesis

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4
Q

What is the next step after determining that the treatment plan is effective?

A

-Promote generalization and maintenance

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5
Q

Functional Assessment Purpose

A
  • Identify functional relations btw problem bx & environmental events
  • Focus on:
  • Antecedents that evoke prob bx
  • Consequences that reinforce the prob bx
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6
Q

Functional Assessment Purpose (Con…t)

A
  • Guide treatment development
  • Eliminate the functional relation btw problem bx & the maintaining consequence
  • Arrange alternative means for providing access to the relevant reinforcers
  • Eliminate treatment options unlikely to be effective
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7
Q

Functional Analysis Characteristics

A
  • Assumes that the supporting functional relation was developed in the individual’s history
  • Direct manipulation of environmental variables
  • Conditions designed to simulate hypothetical circumstances that support problem bx
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8
Q

Functional Analysis Characteristics (Con…t)

A
  • Uses a test-control methodology to compare levels of prob bx under test & control conditions
  • Test conditions that condition relevant antecedents & consequences
  • Control condition (standard or uniquely arranged) devoid of those variables
  • Uses single-case experimental designs
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9
Q

Reasons for conducting a Functional assessment?

A
  • To identify antecedents likely to Evoke Problem Bx
  • To identity consequences likely reinforcing problem Bx
  • To guide the development of treatment
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10
Q

The goal of a functional analysis is to recreate contingencies that are suspected of maintaining problem behavior in the natural environment

a. True
b. False

A

a. True

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11
Q

Deciding to Conduct a Functional Analysis

-Some ques to consider:

A
  • What is the benefit of conducting an FA? What if the utility?
  • Are there advantages to conducting an FA over another method?
  • Why are ppl reluctant to conduct a functional analysis?
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12
Q

Impact of Functional Assessment

A
  • Kahng ti al. (2002): Examined 396 cases of self-injury in developmental disabilities in published literature:
  • Compared effectiveness (% reduction from BL levels) for several interventions including reinforcement, extinction & Rx plus extinction
  • Compared mean reductions when interventions were not preceded by a functional assessment
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13
Q

Impact of Functional Assessment: Extinction (con…t)

A
  • Functional assessment NOT conducted prior to treatment (2 cases): Avg 47% reduction in self-injurious Bc
  • Functional assessment conducted prior to treatment (24 cases): Avg 85.6% reduction in self-injurious Bx
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14
Q

Impact of Functional Assessment: Reinforcement (Con…t)

A
  • Functional assessment NOT conducted prior to treatment (92 cases): Avg 61.6% reduction in self-injurious bx
  • Functional assessment conducted prior to trt (103 cases): Avg 83.5% reduction in self-injurious Bx
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15
Q

Impact of Functional Assessment: Reinforcement Plus Ext. (con…t)

A
  • Functional assessment NOT conducted prior to trt (5 cases): Avg 47.5% reduction in self-injurious bx
  • Functional assessment conducted prior to trt (31 cases): Avg 82.3% reduction in self-injurious Bx
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16
Q

Impact of Functional Assessment

A
  • General changes in the approach to the trt of problem Bx have occurred since the development & extensive use of functional assessment
  • Formal & legal adoption (e.g. IDEA 1997, 2004)
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17
Q

Explain why treatment might be more effective if we conduct a functional assessment prior to implementation:

A

“When we determine maintaining variables through a functional assessment, we are more likely to use function-based interventions, which are more successful at reducing problem behavior.”

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18
Q

Notes on Terminology: Functional Assessment

A
  • Procedures designing to measure level of “functioning” (e.g., VB-MAPP)
  • In treatment of Prob Bx:
  • Any method used to identify controlling variables
  • Includes indirect & descriptive assessment & functional analysis
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19
Q

Notes on Terminology

Functional Analysis

A

*Technically any direct direct manipulation designed to understand a causal relation btw an environmental independent variable & a behavioral dependent variable

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20
Q

Notes on Terminology: Functional Analysis (Con…t)

A
  • In the context of treating problem Bx:
  • Hypothesized maintaining variables are actively manipulated during test & control conditions
  • “Analog” and “experimental”
  • A process, NOT a procedure
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21
Q

A functional assessment that identifies the antecedents that evoke self-injury and the consequences that maintain self-injury is assessing:

a. Skill acquisition
b. Problem bx
c. Verbal behavior
d. All of these

A

-Problem Behavior

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22
Q

A functional assessment that identifies an individual’s current behavioral repertoire as well as deficits is assessing:

a. Skill acquisition
b. Problem bx
c. Verbal behavior
d. All of these

A

a. Skill acquisition

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23
Q

A functional ______ is any method used to identify maintaining variables, while a functional _______ is a process of manipulating environmental variables to identify the relation between behavior and the environment.

A
  • Assessment

- Analysis

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24
Q

A functional analysis can be used to identify the functional relation between the environment and any behavior, even if the behavior is not considered problematic.

A

-True

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25
Q

Barriers to Conducting a Functional Analysis: Lack of Support

A
  • What do you view as your biggest barriers to conducting a Functional analysis?
  • Lack of support or acceptance of procedure (e.g. from admin from parents or caregivers from teachers or clinicians etc): 46.3%
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26
Q

Barriers to Conducting a Functional Analysis: Lack of Support (Con…t)

A

*According to our professional code, Bx analysts have an ethical obligation to obtain informed consent from clients, stakeholders & other individuals before implementation of assessments or interventions

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27
Q

Barriers to Conducting a Functional Analysis: Lack of Funding

A

Biggest barriers:

-Lack of funds to purchase materials needed for a functional analysis 16.6%

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28
Q

Barriers to Conducting a Functional Analysis: FA Not Necessary

A

Biggest barriers:

-I don’t think functional analysis is necessary for determining a behavioral function: 6.8%

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29
Q

Barriers to Conducting a Functional Analysis: Lack of Knowledge

A

Biggest barriers:

-Personal lack knowledge of functional analysis procedures: 6.3%

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30
Q

In the Roscoe et al. (2015) survey, which of the following were the barriers to conducting a functional analysis?
(check all that apply)

A
  • Lack of support
  • Lack of Funding
  • FA not necessary
  • Lack of knowledge
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31
Q

Explain why parents and teachers may be unsupportive of a functional analysis and what a behavior analyst can do to gain support.

A

“A functional analysis temporarily increases the likelihood that the individual will engage in the problem behavior, which can be aversive to others. A behavior analyst can educate parents and teachers on the procedures and rationale to provide a better understanding of the process.”

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32
Q

Challenges to “Standard” FA Methodologies

A
  • High-risk bx
  • Time, resources and training to conduct functional analysis
  • Low-rate bx
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33
Q

Barriers to Conducting a Functional Analysis: High-Risk Bx

A
  • Barriers of BA:
  • I dont feel it is ethically appropriate to potentially reinforce challenging or disruptive bx in the process of identifying the function: 6.8%
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34
Q

Kahng et al. (2015): Safety of Functional Analysis

A
  • Retrospective record review of 99 cases of self-injurious bx in persons with intellectual & developmental disabilities (IDD)
  • Compared rates & severity of injuries during & outside of Functional analysis
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35
Q

Which of the following are potential challenges to conducting a functional analysis?

A
  • Dangerous problem behavior
  • Limited resources
  • Lack of time
  • Low-rate bx
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36
Q

Explain why low-rate problem behavior may be a challenge when conducting a standard functional analysis:

A

“It would be difficult to identify variables surrounding the behavior when there are very few opportunities to observe it.”

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37
Q

Describe the purpose of the Kahng et al. (2015) study:

A

“To determine if the severity and/or frequency of self-injurious behavior was higher in a functional analysis than in the natural environment.”

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38
Q

In the Kahng et al. (2015) study, researchers compared frequency and severity of self-injury during an FA to the natural environment. Results showed:

A

*Severity was same, but frequency was higher in an FA

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39
Q

Conducting a Functional Analysis: Considerations for High-Risk Bx

A
  • Do potential benefits outweigh potential risks?
  • Risk assessment considerations:
  • FA may temporarily increase risk of harm, but is also more accurate
  • Incorrect functional hypothesis may expose client to prolonged, ineffective treatment
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40
Q

Iwata et al. (1982/ 1994): Managing High-Risk Bx During an FA :

A
  • Procedures reviewed by human subjects committee
  • Medical exam:
  • Rule out organic factors
  • Exclusion if high risk
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41
Q

Iwata et al. (1982/ 1994): Managing High-Risk Bx During an FA (con…t)

A
  • Criterion for risk established by a physician
  • Degree of injury/ level of responding
  • Session terminated if criterion met
  • Physician/ nurse examination to approve continuation
  • Frequent (e.g. weekly) case review
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42
Q

Although there are some risks in conducting an FA with dangerous problem behavior, there are also risks in NOT completing an FA.

  • True
  • False
A

True

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43
Q

Before conducting a functional analysis, it is important to rule out any medical or biological variables affecting the problem behavior.

a. True
b. False

A

True

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44
Q

Managing High-Risk Behavior: FA Modifications

A
  • If Bx is high risk, the following modifications can be made to the FA:
  • Protective procedures (blocking, protective equipment)
  • Precursor FA
  • Latency FA
  • Trial-based FA
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45
Q

Use of Protective Procedures During a Functional Analysis

A
  • Limiting risk by allowing the bx to occur but decreasing likelihood of injury; procedure selected based on the nature of the target bx
  • Blocking: Physically intervention to the responses
  • Protective equipment: Individual wears helmet and/ or padded clothing
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46
Q

Le and Smith (2002):

Protective Equipment

A
  • Compared functional analysis of self-injury under 2 arrangements:
  • Standard conditions like Iwata et al. (1982/ 1994)
  • Standard conditions plus protective equipment (e.g. mittens for face slapping, medical gloves for nail biting, helmet for head banging)
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47
Q

Le and Smith (2002) :

Results with Mittens (con…t)

A
  • Elevated rates of bx in the demand condition, but only when mittens (protective equipment) were NOT worn; when mittens were worn, problem bx did not occur
  • Use of protective equipment eliminated info about function
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48
Q

Which of the following are modifications that can be used in a standard FA to reduce risk when assessing high-risk behaviors?

A
  • Protective equipment
  • Latency FA
  • Blocking
  • Precursor FA
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49
Q

In what ways do modifications to an FA help protect the individual from risk?

A
  • Conditions take less time
  • Protective equipment is used
  • Less severe forms of bx are targeted
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50
Q

Some FA modifications to reduce risk can remove barriers by reducing time and resources needed to conduct the assessment.

a. True
b. False

A

a. True

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51
Q

Which of the following are modifications that can be used in a standard FA to reduce risk when assessing high-risk behaviors?

A
  • Protective equipment
  • Latency FA
  • Blocking
  • Precursor FA
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52
Q

In the Le and Smith (2002) study, researchers compared the results of an FA with and without the use of protective equipment. What were the results of that study?

A

“Researchers were unable to obtain clear results when protective equipment was used.”

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53
Q

Precursor

A
  • Behavior that reliably precedes another in time

- E.g. An individual often yells or screams before engaging in aggression

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54
Q

Precursor FA

A
  • Functional analysis in which contingencies are placed on behaviors that reliably precede the target behavior rather than on the target behavior
  • If precursor & target Bx are in the same Response Class:
  • Precursor bx will increase
  • Higher risk target bx should not increase
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55
Q

Smith and Churchill (2002):

Precursor Functional Analysis

A
  • Compared functional analysis of self-injury under 2 arrangements:
  • Standard conditions like Iwata et al. (1982/ 1994) with contingencies placed on target behaviors
  • Standard conditions with contingencies placed on reliable precursors
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56
Q

Which of the following are findings from the Smith and Churchill (2002) study on precursor behavior?

A
  • Applying the contingencies to precursor behavior led to the same identified function as when applied to high-risk bx
  • Contingencies placed on precursor bx led to low rates of high-risk bxs
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57
Q

A benefit of identifying precursors to problem behavior is that it allows us to place contingencies on:

A

-Precursor bx, reducing the “need” for the individual to engage in more dangerous bx

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58
Q

Identifying Reliable Precursors

A
  • Can use caregiver report & informed direct observation, but precursors:
  • Might exist even if caregivers cannot identify them
  • Might differ from those reported
  • Might not be readily detected during informal observations
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59
Q

Fritz et al. (2013): Precursor Assessment

A
  • Asked caregivers to identify any observed precursors
  • Ran attention, demand and tangible (for some) conditions of FA
  • Stopped after 10 trials in which problem bx occurred
  • Conducted conditional probability analysis
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60
Q

Fritz at al. (2013): Precursor Assessment Results

A

“We selected precursors that often were followed by the occurrence of the target bx & that did not often occur when the target bx was not observed”

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61
Q

Latency FA

A

*Functional analysis in which the aspect of the Bx that is measured is the latency btw the start of a trial & the first occurrence of the target bx

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62
Q

Latency FA (Con…t)

A
  • Response latency: Amount of time that passes in btw the presentation of a discriminative stimulus & the occurrence of the response
  • Reduces risk by only allowing bx to occur once in a given session
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63
Q

Thomason-Sassi et al. (2011):

Retrospective Comparison

A
  • Standard functional analysis Vs. latency functional analysis
  • Experimental 2: Retrospective comparison
  • Rate of responding from the entire session in a standard FA compared to latency to the first response observed in each session
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64
Q

Thomason-Sassi et al. (2011):

Interpreting Results

A
  • Standard FA: Relevant variables indicated by elevated (higher) rates of bx in test condition(S)
  • Latency FA: Relevant variables indicated by shorter (lower) latency to engage in target bx in test condition(s)
  • Requires just 1 response
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65
Q

Thomason-Sassi et al. (2011) :

Experimental Analysis

A
  • Standard functional analysis Vs. latency functional analysis
  • Experiment 3: Experimental analysis
  • Standard FA compare to Latency FA in which session was terminated after the first response
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66
Q

In contrast to a precursor FA or standard FA, in a latency FA the problem behavior should occur a maximum of time(s) in each

A
  • 1
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67
Q

Barriers to Conducting a Functional Analysis: Lack of Space

A
  • What do you view as your biggest barriers to conducting a Functional analysis?
  • Lack of space to conduct functional analysis (i.e., lack of space away from other students, breakable items & hard or dangerous surfaces): 57.6%
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68
Q

Trail-Based FA

A
  • Repeated trials of Functional analysis conditions; compare the percentage of trials during which target behaviors occurred per condition
  • Did the Bx occur during the trial? yes/ no
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69
Q

Trial-Based FA (Con…t)

A
  • Reduces risk by only allowing bx to occur once in a given trial
  • Allows for analysis in a Naturalistic Env
  • Less disruptive due to not removing participant from the env
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70
Q

Bloom et al. (2011): Trial-Based Functional Analysis

A
  • Created opportunities to test functional analysis conditions with Sd against a unique control per test trial
  • E.g., child playing with preferred toy then removed, or therapist provided attention then withheld or academic demand placed then not placed
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71
Q

Bloom et al. 2011: Trial-Based Functional Analysis (con…t)

A
  • Provided consequence for 1st instance of target bx
  • Interspersed trials throughout day
  • Compared percentage of conditions trials with target bx
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72
Q

Trial-Based Functional Analysis in Schools

A
  • Follow-up studies have been successful with:
  • Teacher implemented trial-based FAs (Bloom et al. 2013)
  • Trial-based FAs with typically developing students (Austin et al., 2015)
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73
Q

Which of the following are reasons for selecting a trial-based FA?

A
  • High-rate behavior

- Lack of space

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74
Q

Which FA procedures allow for the target problem behavior to only occur one time per session?

A

-Latency trial-based

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75
Q

Functional Analysis with High-Risk Bx: Take-Home Points

A
  • Mixed results obtained with use of protective equipment
  • If equipment obscures results, try precursor functional analysis
  • Good correspondence
  • Prob Bx decreased when contingencies placed on precursor
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76
Q

Functional Analysis with High-Risk Bx: Take-Home Points (con..t)

A
  • If no precursor identified, use latency or trial-based functional analysis
  • Good correspondence
  • Minimizes frequency of occurrence of prob bx
77
Q

Ed engages in severe attempts at eye-gouging. Observers have noted that occasionally, Ed will start blinking at a high rate prior to the eye-gouging. In this scenario, which FA procedure would be best?

A

*Precursor

78
Q

Barriers to Conducting a Functional Analysis: Lack of Time

A

-Lack of client availability or time to complete functional analysis: 42.4%

79
Q

Brief FA

A
  • An abbreviated form of the standard functional analysis in which fewer or shorter sessions are conducted
  • Several methods for shortening the duration of a functional analysis
  • Decrease the # of sessions
  • Decrease the length of sessions
  • Allows for faster treatment when time and/ or resources for assessment are limited
80
Q

Northup et al. (1991): Brief FA Decreased # of Sessions

A
  • Brief functional analysis during 90- min outpatient appointments
  • 5-10 min sessions, 1 to 2 sessions per condition
  • Followed by “contingency reversal”
  • Treatment for hypothesized function (Rx for appropriate bx, prob bx on extinction)
81
Q

Northup at al. (1991): Results

A

*By conducting a single 5-min session for 3 test conditions & a contingency reversal (test of treatment), able to identify a likely maintaining variable for problem bx & a potentially effective treatment

82
Q

Derby et al. (1992): Outcomes of Brief FA

A
  • Consecutive series case analysis of results of brief functional analysis
  • Referral behaviors:
  • Aggression
  • Self-injury
  • Stereotypy
  • Other
83
Q

Gerow et al. (2021): Brief FA Decreased Number of Sessions

A
  • Evaluated parent-implemented brief functional analysis
  • Coached over telehealth
  • 4 out of 7 participants: Function of prob bx identified
  • Potentially useful for some families
84
Q

Two ways to conduct a brief functional analysis would be to shorten the length of sessions and decrease the number of sessions run.

a. True
b. False

A

a. True

85
Q

Wallace and Iwata (1999): Brief FA Decreased Session Length

A
  • 46 Functional analysis with 15-min sessions
  • Created additional graphs of the first 5 & 10 min of sessions
  • Graduate students interpreted behavioral function based on each graph
86
Q

Wallace & Iwata (1999): Brief FA Decreased Session Length (Con..t)

A
  • 10-Min data sets yielded identical interpretations to 15-min data sets
  • 5-min data sets yielded only 3 discrepancies when compared to 15-min data sets
87
Q

Wallace and Iwata attempted to analyze:

A

*If the functions were similar during 5-, 10- and 15- min sessions

88
Q

“Progressive” Functional Analyses

A
  • Prior to more conventional FA, certain functional relations are ruled in or out
  • May eliminate need to conduct conditions
  • Thereby shortening the assessment
  • Can use a screening assessment
89
Q

Vollmer et al. (1995): Extended No-Interaction Condition

A
  • Purpose: To identify steps for clarifying functional analysis results
  • If a functional analysis had inconclusive results, added an extended no-interaction condition
90
Q

Vollmer et al. (1995): Results (con..t)

A

*If Bx does not maintain in extended no-interaction condition, can rule out automatic function

91
Q

The primary purpose of conducting an extended no-interaction condition is to determine if target behaviors continue even as the duration of the alone condition increases.

a. False
b. True

A

-True

92
Q

If behavior persists in the extended no-interaction condition, the likely function is:

a. Automatic
b. Escape
c. Tangible
d. Attention

A

a. Automatic

93
Q

In an extended no-interaction condition if behavior was maintained by automatic reinforcement, rates of the target behavior would be expected to:

A

*Maintain because the reinforcer is still available

94
Q

Vollmer’s 1995 study sought to ____ functional analysis results.

A

-Clarify

95
Q

Using Screeners to Shorten Functional Analysis

A
  • Repeat no-interaction conditions to screen for automatic function (Querim et al., 2013)
  • Conduct within-session analysis of no-interaction conditions to predict function (Slanzi, 2021)
  • Use preference assessment to screen for tangible function (Perez 2021)
96
Q

An extended no-interaction condition might be run prior to a standard FA, to:

A

*Screen to see if bx is maintained by automatic reinforcement

97
Q

The Querim et al. (2013) study indicated that an extended no-interaction condition was effective:

A

*In determining automatic or social reinforcement in most cases

98
Q

Slanzi (2021): Analysis of No-Interaction Session as Screener

A
  • Pattern of responding in an extended no-interaction condition could be predictive
  • High responding throughout: Automatic
  • High initial responding that dissipates: Attention
  • Low responding: Escape or tangible
99
Q

Perez (2021): Preference Assessment as FA Screener

A
  • Do you really need to include a tangible condition?
  • Excluding tangible condition will shorten the analysis
  • Decision about inclusion could be based on preference assessment
100
Q

Since trial-based preference assessments and tangible conditions both include the presentation and withdrawal of preferred stimuli, preference assessments can be predictive of a potential tangible function for problem behavior.

A

-True

101
Q

Barriers to Conducting a Functional Analysis: Lack of Training

A

-Lack of trained staff to assist in conducting functional analysis: 55.6%

102
Q

Iwata et al. (2000): Training Others to Conduct Functional Analysis

A
  • Examine extent to which untrained individuals could implement a functional analysis with minimal instruction
  • Evaluate amount of training necessary to produce a high degree of technical accuracy
103
Q

Iwata et al. (2000): Method

A
  • Subjects were 11 undergraduate students with:
  • 1 prior course in bx analysis
  • No Bx analysis conducting functional analyses
  • Role-play with graduate students as clients
104
Q

Iwata et al. (2000): Phase 1 of Training

A
  • Participants:
  • Were provided descriptions & review of the functional analysis conditions
  • Watched a video simulation of conditions
  • Completed a quiz; if score was 90% or below, review & video again
105
Q

Iwata et al. (2000): Phase 2 of Training

A
  • Baseline plus cue & feedback
  • Cue: Outline (task analysis) of procedures in session
  • Feedback following each series
  • 95% or below: Replayed video and pointed out correct & incorrect aspects of performance
106
Q

Iwata et al. (2000): Results

A

*All participants improved following training & required minimum # of post-training sessions

107
Q

Iwata et al. (2000): Implications

A
  • Inexperienced individuals can learn functional analysis methodology
  • Functional analysis methodology can be taught in a relatively short period of time (Approx 2 hrs)
108
Q

Identify the methods used in the training phase in Iwata et al. (2000) to teach participants to conduct an FA:

A
  • Written description

- Video demo

109
Q

Identify the two ways participants were assessed in the Iwata et al. (2000) study:

A

-Quiz and Role-play

110
Q

Approximately how long did it take to train participants in the Iwata et al. (2000) study?

A

The Iwata et al. (2000) study trained participants in the use of the functional analysis process in approximately 2 hours.

111
Q

Training Others to Conduct Functional Analysis

A
  • Although you can train individuals to implement a prescribed sequence of events does not mean they are fully competent in Functional Analysis
  • A # of other components are required in the assessment & treatment of prob bx
112
Q

Related Skills Required for Conducting Functional Analysis

A
  • Areas related that require additional training (beyond running conditions):
  • Data interpretation
  • Identifying idiosyncratic variables
  • Assessing risk
  • Developing treatment based on Functional analysis results
113
Q

Becoming Fully Trained in Conducting Functional Analysis

A
  • In order to be fully trained to conduct functional analysis, need:
  • Continued supervision
  • Consultation from experts
  • Additional training in data analysis. decision-making, etc.
  • If not fully trained to conduct functional analysis, make referral
114
Q

Functional Analysis With Lack of Time: Take-Home Points

A
  • Reduce # of sessions or length of sessions
  • Better correspondence btw standard FA & brief FA with reduced session length
  • Use a screener & test only suspected functions
115
Q

Functional Analysis With Lack of Space: Take-Home Points

A
  • If control over Env is limited, trial-based functional analysis may prove useful
  • Fair correspondence & less disruptive
116
Q

Functional Analysis With Lack of Training: Take-Home Points

A
  • Training can be efficient & effective
  • However, if sufficient training not conducted, refer out or arrange for:
  • Continued supervision
  • Consultation
  • Training
117
Q

Training on conducting the sessions of a functional analysis does not qualify an individual to conduct a full functional analysis.

a. True
b. False

A

a. True

Training alone is not sufficient in preparing an individual to conduct a full functional analysis with clients. There are other areas of training and experience an individual requires in order to be considered competent in conducting an FA.

118
Q

What are some other areas in which behavior analysts need additional training to conduct a functional analysis?

(check all that apply)

A
  • Data interpretation
  • Identifying and assessing risks
  • Identifying idiosyncratic variables
119
Q

Explain the best practice for a behavior analyst whose client requires a functional analysis, but the analyst is not trained.

A

“Seek supervision, consult with a behavior analyst competent in this area, or refer the client to another behavior analyst.”

120
Q

What is recommended when time is limited in conducting a functional analysis?

A

-Use a brief or “progressive” FA

121
Q

Challenges to “Standard” FA Methodologies: Low-Rate Behavior

A
  • Low-rate problem bx maybe difficult to assess
  • Produces undifferentiated results in standard functional analysis formats
  • Maybe high intensity, so still pose serious threat despite the low rate
122
Q

Possible Solutions for Functional Analysis of Low-Rate Bx

A
  • Extended duration FA

- Burst contingent FA

123
Q

Extended Duration FA

A

*Functional analysis for low-rate bx in which session durations are significantly longer

124
Q

Kahng et al. (2001): Extended Duration FA

A
  • Modified a standard functional analysis to assess low-rate problem bx for one individual
  • Session duration increased from 10 min to 7 hrs
  • One condition conducted each day
  • Otherwise, identical to standard FA
125
Q

Kahng et al. (2001): Results con…t

A

*Aggression only occurred on days in which attention condition was conducted

126
Q

What are some reasons for why it is difficult to assess low-rate problem behavior with an FA?

A
  1. FA requires higher rates of responding in test conditions when compared to the control
  2. Unable to identify maintaining variables if Bx does not occur
  3. Will produce undifferentiated results
127
Q

Low-rate problem behaviors may still require a functional analysis if the behavior is high-intensity.

A

a. True

128
Q

Identify ways to assess low-rate problem behavior through a functional analysis:

A
  • Extended Duration FA

- Burst contingent FA

129
Q

Davis et al. (2012): Replication of Kahng et al. (2001) Extended FA

A
  • Altered standard functional analysis methodology to clarify low-rate, high-intensity problem bx
  • Initial standard functional analysis procedures similar to those described by Iwata et al. (1982/ 94)
130
Q

David et al. (2012): Modifications to Standard Functional Analysis

A
  • Similar to Kahng et al. (2001)
  • Session duration increased from 10 min to 7 hrs
  • One condition conducted each day
  • Kahng et al. (2001) had one participant; Davis et al. (2012) had 10 participants
131
Q

Davis et al. (2012): Results

A
  • Inconclusive results with standard functional analysis for 6 participants
  • Increasing session length (from 10 to 20 or 30 min) generally did not help clarify results
  • Extended (day-long) functional analysis resulted in clear behavioral functions for 6 of the 10 participants
132
Q

Extended Duration Functional Analysis: Take-Home Point

A

*Conducting longer observations was successful for assessing and treating low-rate prob bx

133
Q

Extended Duration Functional Analysis: Potential Limitations

A
  • Intensive level of behavioral support necessary for such long observations (continuous 1:1 staffing)
  • Exposing individuals to long periods of social deprivation maybe ethically questionable in some situations
134
Q

Extended Duration Functional Analysis: Considerations

A
  • How long is long enough?
  • Davis et al. (2012) only increased to 30-min session to compare to 7-hr sessions
  • Alternative analysis maybe required when a high level of staff support is unavailable
135
Q

Identify the limitations of the extended duration FA:

A
  • Increased support needed for long observations

- Ethically questionable

136
Q

Although the Davis et al. (2012) study demonstrated clear behavioral functions in most participants, the “right” duration for an extended duration FA has not been empirically identified.

A

-True

137
Q

Burst Contingent FA

A

-Functional analysis in which the FA is initiated contingent upon a burst of the target bx

138
Q

Tarbox et al. (2004): Burst Contingent FA

A
  • Initiate functional analysis contingent on burst of behavior
  • Criterion to start session was occurrence of self-injury, screaming or aggression
  • Once session was initiated, conducted one cycle of:
  • 2 test & 1 control
139
Q

Tarbox et al. (2004): Burst Contingent FA (Con…t)

A
  • Initiate additional cycles if:
  • Problem bx continued after previous cycle ended or
  • After problem bx recurred
140
Q

Tarbox et al. 2004: Results

A
  • Standard FA yielded inconclusive results for 3 participants
  • Differentiated results obtained during “low-rate” (burst contingent) FA
  • In all cases, function-based treatments based on the results from the low-rate FA were successful in reducing problem bxs
141
Q

Disadvantages of Burst Contingent Functional Analysis

A
  • Trained staff must drop everything to run condition when bx begins
  • Difficult to determine if elevated rated of bx are due to functional analysis conditions or potential carryover effects from unrelated environmental events
142
Q

Damien lives in a residential setting and has occasional tantrums which can last for over an hour. The BCBA instructed staff to notify him as soon as the tantrums begin. When staff called him, he immediately began FA trials with escape, attention, and control conditions. Which type of FA is the BCBA conducting?

A

-Burst Contingent FA

143
Q

Tamara is a 12-year-old female who has infrequent self-injury (wrist biting) which can cause tissue damage. The BCBA arranges conditions to last throughout the school day and spends all day observing her. Which type of FA is the BCBA conducting?

A

-Extended duration FA

144
Q

Which of the following are disadvantages of a burst contingent functional analysis?

A
  • Elevated rates of bx may result from carryover effects

- Staff must be available to stop everything & run a condition

145
Q

Questions Related to Ambiguous Functional Analysis Results

A
  • How common (prevalent) are ambiguous results?
  • What are common sources (causes) of ambiguous results?
  • What can you do in advance to avoid ambiguous results? (Best practices)
  • How might you modify the functional analysis to clarify results?
146
Q

What is an undifferentiated pattern of responding within FA results?

A

“There is no clear separation between the data paths representing the test and control conditions”

147
Q

Hagopian et al. (2013)

A
  • Looked at 176 cases for differentiation following initial FA and subsequent modifications
  • Initial FA: Procedures similar to those described by IWATA ET AL. (1982/ 1994)
  • Modifications: Classified as Antecedent, Consequent, Design or combination
148
Q

In the Hagopian et al. (2013) study, what type of modifications were made to an FA if the initial FA results were unclear?

A
  • Antecedent variable manipulations
  • Consequence manipulations
  • Experimental design modifications
149
Q

Possible Causes for Ambiguous (Undifferentiated) Results

A
  • Automatic Rx
  • High rates of responding across all conditions
  • Multiple control
  • Mixed patterns of responding
  • Measurement procedures
  • Multiple Topographies included in response definition
150
Q

Possible Causes for Ambiguous (Undifferentiated) Results (Con..t)

A
  • Experimental design selected
  • Discrimination difficulties
  • Different conditions not clearly discriminable to the individual
  • Relevant variables not present
  • Bx maybe a function of variables not included in the analysis
151
Q

When high rates of a problem behavior are observed across all conditions in a functional analysis, the probable cause is:

A

*Automatic reinforcement

152
Q

Identify other possible causes of undifferentiated response patterns:

A
  • Multiple topographies measure together
  • Discrimination difficulties
  • Multiple control
  • Relevant variables not included
153
Q

Explain why it is best to analyze one topography at a time when conducting a functional analysis:

A

“Because each topography may have a different function.”

154
Q

Minimizing Ambiguous Results:

Before-Analysis Guidelines

A
  • Rule out biological or medical events prior to conducting functional assessment (ethical requirement)
  • E.g. pain from a toothache
  • Limit pre-session access to reinforcers (create EO)
155
Q

Minimizing Ambiguous Results:
Before-Analysis Guidelines
(Con…t)

A
  • Standardize reinforcement intervals
  • The duration of contact with the RX
  • The magnitude of Rx
156
Q

Explain why it is important to rule out biological or medical considerations prior to conducting a functional assessment:

A

“It is unethical to implement a procedure to reduce problem behavior that may be a result of pain, illness, or physical discomfort requiring medical attention.”

157
Q

What is the rationale for limiting access to a reinforcer you plan to use in an FA condition?

A

-To create an Establishing operation

158
Q

Describe how standardizing reinforcement intervals across conditions can affect the interpretation of the results of the functional analysis:

A

“Standardizing the reinforcement intervals across conditions can help remove a confounding variable (when access to programmed consequences are of different durations). Therefore, standardizing the reinforcement intervals would make results clearer.”

159
Q

Functional Analysis Best-Practice Guidelines

A
  • Many sources of ambiguity in functional analysis can be minimized by following best-practice guidelines:
  • Before the functional analysis
  • Before & during the sessions
  • During the analysis (aids in data interpretation)
160
Q

Minimizing Ambiguous Results:

Before-Session Guidelines

A
  • Arrange consequences for a single topography (if possible)
  • Use a fixed sequence of conditions:
  • Alone-attention-play-demand: maximizes MOs from one condition to the next
  • Use different distinct discriminative stimuli in each condition
161
Q

Often, each condition in an FA can function as an EO for reinforcement in the subsequent condition.

a. True
b. False

A

a. True

162
Q

In a typical multielement design, conditions are _____; however, during a functional analysis, it is recommended that conditions are carried out in a _____ sequence.

A

*Randomized, Fixed

163
Q

Minimizing Ambiguous Results:

During-Session Guidelines

A
  • Allow any problem bx that occurs in one session to subside before beginning the next session
  • Use the same attention, demands and tangible items provided in the natural env
  • Use low-reference or no items in the attention & alone conditions
164
Q

If rates of problem behavior do not fully subside between conditions, what may happen?

A

-Carryover effects may alter interpretation

165
Q

Why might some items be left with the learner to interact with during an alone condition?

A
  • To reduce the likelihood that the learner will engage in bx simply bcuz they are “bored”
  • Low preference items
166
Q

Indirect and direct assessments might be conducted to identify _____ in relation to functional analyses.

A
  • The type of attention provided
  • The duration of tangibles provided
  • The demands evoking escape
167
Q

Minimizing Ambiguous Results: During the Analysis

A
  • Aids to interpretation of functional analysis results:
  • Graph different topographies of target bx separately
  • Graph responding during the presence of the relevant establishing operation only
168
Q

In an attention condition during an FA, the relevant EO is present when _____, and absent when _____.

A

*The staff is not providing attention; the staff is providing attention

169
Q

Idiosyncratic Functional Relations

A

“Attention seeking, escape, sensory reinforcement and tangible events are key variables in any analysis of prob bx but they are not the only variables”

170
Q

Idiosyncratic Functional Relations (Con…t)

A

“To date, efforts to design functional assessment procedures have often focused on a 4-part taxanomy of the variables that maintain problem bxs (tangible, attention, escape, automatic). In the future, I believe we will need to be more specific about the stimuli that control prob bxs”

171
Q

Idiosyncratic Functional Variables

A
  • Idiosyncratic antecedents
  • idiosyncratic consequences
  • Idiosyncratic motivational effects
  • Idiosyncratic person variables (e.g. characteristics, diagnoses)
172
Q

Idiosyncratic Antecedents

A
  • Antecedent events that are not typically manipulated in a standard functional analysis
  • E.g.
  • Divided (diverted) attention
  • Attention only from certain ppl
  • Certain types of task demands
173
Q

Each of the following can be considered idiosyncratic variables during an FA, except:

  • Consequences
  • MO
  • Bx
  • Antecedents
  • Person-specific variables
A

-BX

174
Q

Demand Analysis

A

*Analysis to determine the specific discriminative stimulus that evokes problem bx maintained by social negative Rx

175
Q

Research on the Demand Analysis

A
  • All conditions are versions of escape condition of functional analysis
  • Smith et al. (1995): Self-injurious bx maintained by escape
  • Roscoe et al. (2009): Create demand assessment to identify task demands for functional analysis
176
Q

Smith et al. (1995): Demand Analysis

A

*Established escape functions for SIB with standard functional analysis
*Examined different dimensions of demands:
-Task novelty
-Session duration
Rate of task presentation

177
Q

Roscoe et al. (20019): Demand Analysis

A
  • Established low-probability & high probability demands
  • Low probability: low rates of compliance, high rates of prob bx
  • High-probability; High rates of compliance, low rates of prob bx
  • Led to clearer FA outcomes
178
Q

What does the Roscoe et al. (1999) study suggest in relation to demands used in escape conditions of an FA?

A

*Find responses that have a low rate of compliance

179
Q

Idiosyncratic Consequences

A
  • Consequences included in a Functional analysis that are unrelated to the typically tested behavioral functions
  • Often identified through naturalistic observations
180
Q

Attention Analysis

A

*Analysis to determine the specific discriminative stimulus that evokes prob bx or the specific sort of attention that serves as an effective consequence for bx maintained by social positive reinforcement in the form of attention

181
Q

Kodak et al. (2007): Attention Analysis

A
  • Analyzed different types of attention:
  • Reprimands
  • Unrelated comments
  • Tickets
  • Eye contact
  • Praise
  • Physical attention
182
Q

Which of the following are examples of idiosyncratic antecedent events?

A
  • The Rate at which a student is asked intraverbal ques
  • The learner’s physical location when asked to complete math prob
  • The color of a pencil with which a learner is asked to write
183
Q

Idiosyncratic Motivational Events

A

*Problem bx maybe high in a condition, but only when certain motivational variables are in effect

184
Q

Idiosyncratic Person Variables

A
  • Person-specific relations btw Env and bx
    e. g.
  • physical features
  • Personal preferences
  • Interaction with diagnostic systems
185
Q

Identifying Idiosyncratic Variables

A
  • Closed-ended indirect assessment questionnaire
  • Questionnaire to obtain info from caregivers regarding common & a typical or idiosyncratic functions for further examination within a functional analysis
186
Q

E.g. of Ques to Identify Idiosyncratic Variables

A
  • How often does the bx occur when you are attending to other individuals (e.g. staff or students)?
  • Divided attention
  • How often does the bx occur when transitions occur?
  • Transitions
187
Q

Fahmie et al. (2013): Divided Attention (coN..T)

A

*Divided attention may provide a discriminative cue to the individual that attention is available

188
Q

A divided attention condition may evoke problem behavior, even when a standard attention condition does not, because:

A

-Observing a peer receive attention may signal the availability & alter its value as a consequence

189
Q

In the Hagopian et al. (2013) study, what modifications were most effective in producing clear results from the functional analysis?

A
  • Extended alone

* Pairwise

Behp 5049 (8 decks)

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