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| Community-Based Applications of Functional Analysis and Matched Treatments for Young Children's Problem Behavior |
| Sunday, May 28, 2006 |
| 10:30 AM–11:50 AM |
| International Ballroom North |
| Area: DDA; Domain: Applied Research |
| Chair: Jay W. Harding (University of Iowa) |
| Discussant: Gregory P. Hanley (University of Kansas) |
| Abstract: In this symposium, applications of functional analysis and treatment procedures will be described for use in community settings such as homes and schools for children who display problem behaviors. The first presenter (David Wacker) will present summary data for 73 preschool-aged children who received functional analyses and functional communication training in their homes to reduce destructive behavior. The second presenter (Anjali Barretto) will describe in-home assessment and intervention procedures for treating a 2-year old boy’s food refusal. The third presenter (Stephanie Peterson) will summarize a project in which 2-way, web-based videoconference technology was used to provide ongoing training and consultation in functional analysis to educators in rural Idaho. The discussant (Gregory Hanley) will integrate the findings of the studies and provide suggestions for future applications. |
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| In-home Assessment and Treatment of Young Children's Destructive Behavior. |
| DAVID P. WACKER (University of Iowa), Wendy K. Berg (University of Iowa), Jay W. Harding (University of Iowa) |
| Abstract: In this presentation, we will provide summary data for 73 children who received functional analyses and functional communication training in their homes. Participants were young children who had developmental disabilities and engaged in destructive behaviors, including self-injury and aggression. Parents were coached to first conduct functional analyses of destructive behavior and then to implement functional communication training within single-case designs. Weekly to monthly probes were videotaped to evaluate the results of assessment. A 6-s partial-interval recording system was used to code observations. Interobserver agreement was assessed on 30% of sessions and averaged 95%. Overall results showed that 75% of the children demonstrated at least a 90% decrease in destructive behavior over the course of treatment. Parents rated the procedures as acceptable. |
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| An Examination of the Effects of Treatment of Food Refusal on Functional Analysis Outcomes. |
| ANJALI BARRETTO (Gonzaga University), Jennifer Neyman (Gonzaga University), Kristina Williams-Masibo (Gonzaga University) |
| Abstract: Research in the area of behavioral feeding disorders have shown escape extinction to be a necessary component in the treatment of food refusal (e.g., Cooper et al., 1995). The purpose of this study was to conduct a community-based assessment and treatment of food refusal. In addition we also wanted to address aberrant behavior displayed outside of meal times. We first examined the conditions under which positive reinforcement was effective for problem behaviors, hypothesized to be maintained by negative reinforcement. During the course of the treatment for food refusal we conducted brief functional analyses outside of mealtimes. The participant was a 2-year old boy who received all of his nutrition via a g-tube. All assessment and treatment sessions were conducted by the mother in the family’s home across a period of 2 years. Two independent observers achieved 90% agreement on over 33% of the sessions. Results showed that escape extinction was an active variable in the feeding treatment package. In addition functional analysis outcomes changed across baseline, treatment, and follow-up phases of the feeding treatment. Results will be discussed in terms of community-based intervention. |
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| Web-based Teleconsultation for Community-based Applications of Functional Analysis Technology. |
| STEPHANIE M. PETERSON (University of Nevada, Las Vegas), Jessica E. Frieder (University of Nevada, Las Vegas), Renee Koehler Van Norman (University of Nevada, Las Vegas), Keith Van Norman (Vespagraphics) |
| Abstract: Educators implementing functional analyses in their classrooms often encounter questions and problems regarding procedures, collecting data, and interpreting data. Some sort of on-site consultation is often needed. This on-site consultation can be difficult, if not impossible, when educators are located in rural areas, far from settings where such consultation is available. This presentation will summarize a project in which 2-way, web-based videoconference technology was used to provide ongoing training and consultation in functional analysis to educators in rural Idaho. This project involved initial training via a traditional teacher workshop. Following this, consultation was provided via the World-wide Web, where classroom teachers had video cameras mounted in their classrooms that broadcast the teachers conducting their functional analyses back to the first author’s office, located 90 miles from the classroom. Ongoing consultation and follow-up was provided via the World-wide Web for interventions developed based on these analyses. In this presentation, the initial training procedures and materials will be described. Then, the technology used to complete the web-based videoconferencing will be described and demonstrated (if Internet connections are available at the symposium). Results from the project, in terms of educator implementation of functional analysis procedures, will be discussed. |
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