Unit 9

Question 1

Types of functional assessments

Answer 1

Indirect Assessment (Verbal Report)
Descriptive Assessment (Naturalistic Observation)
Functional Analysis (Experimental Manipulation)

Question 2

Functional Relation

Answer 2

Change in an independent variable (IV) produces orderly and predictable change in a dependent variable (DV)

Question 3

Basic Features of FA (functional assessment)

Answer 3

Direct Observation

Measurement of behavior under test and control conditions

Question 4

Functional Analysis Methodology

Answer 4

To test a specific hypothesis about the controlling variables for problem behavior

Question 5

Multiple Control

Answer 5

Multiple test conditions can be elevated relative to the control

Question 6

Multielement Design

Answer 6

Rapidly alternate between conditions

Question 7

Reversal Design

Answer 7

One condition ran at a time

Less common because of amount of time requried

Question 8

Pairwise

Answer 8

Fairly common
More efficient then reversal
One test condition alternated with control
May assist in discriminability of conditions

Question 9

Brief FA

Answer 9

5 minute FA
One session per condition (+ repeat of relevant test if possible)
Does do test intervention if contingency reversal

Question 10

Standard FA

Answer 10

10 minute FA
Minimum of 3 sessions per condition
No test intervention

Question 11

Trial-Based FA

Answer 11

Conducted in natural environment
Less disruption to the client’s routine
Requires fewer resources

Question 12

Conners et al. (2000)

Answer 12

S^D present phanse = function for all subjects
S^D absent phase = differentiation disrupted for 4 of 8 subjects
-3/4 eventually showed differentiated responding
-1/4 required reinstatement of S^Ds
Moral: can’t predict in advance which subjects will need S^Ds, so you should always include S^Ds

Question 13

Durand and Carr (1992)

Answer 13

A-B Functional Analysis Model
Manipulate antecedents ONLY
No consequences for PB
Limitations:
-Did not manipulate consequences so PB is on extinction

Question 14

Wallace and Iwata (1999)

Answer 14

10 and 15 minute FAs = perfect correspondence
10 minute FAs are sufficient (most conservative approach)
5 min FAs are mostly good enough, but may be problem if:
-Your client doesn’t discriminate well
-EXT needs to occur in the play/alone
-EO needs awhile to come into effect

Question 15

Worsdell et al. (2000)

Answer 15

All subjects needed the contingency to consistently engage in PB
AB FA does not include any contingencies for PB

Question 16

Iwata et al. (1982/1994)

Answer 16

Implications:

• Importance of function over topography
• Evoking potentially dangerous behavior while protecting clients and therapists

Question 17

Undifferentiated patterns

Answer 17

No clear separation between any condition and the control condition
Possible Causes:
-Difficulty in discrimination
-Relevant variables not tested
-Multiple control
-May be more likely for LOW rate behaviors

Question 18

Bloom et al. (2011)

Answer 18

Trial-Based FA is not necessarily faster than a standard FA

• Less disruptive to classroom routines
• Requires fewer staff and less resources

Question 19

Kuhn et al. (2009)

Answer 19

Showed what to do if you have unclear FA due to a potential idiosyncratic function

• Do descriptive assessment )DA)
• Design test and control conditions for your hypothesis
• An FA is more than just attention, demand, alone, and play

Question 20

Bowman et al. (1997)

Answer 20

Provided another example of how to progress when your FA is inconclusive

• Sometimes reinforcers for PB change over time-these can be specified via mands
• A modified FA using a mand analysis may be most appropriate for verbal children who make unreasonable demands and engage in PB when those mands aren’t met