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| Functional Analysis in School Settings |
| Friday, May 26, 2006 |
| 10:00 AM–5:00 PM |
| Cairo |
| Area: EDC; Domain: Applied Research |
| CE Instructor: Bryan J. Davey, Ph.D. |
| MICHAEL M. MUELLER (Southern Behavioral Group, Inc.), DANA TRAHANT (Southern Behavioral Group, Inc.), AJAMU NKOSI (Southern Behavioral Group, Inc.), BRYAN J. DAVEY (Southern Behavioral Group, Inc.) |
| Description: The full day workshop will highlight the application of Functional Behavior assessment (FBA) methodology in a variety of school settings. Functional analysis, one component of a comprehensive FBA, has been demonstrated as an effective assessment procedure used to determine the reinforcer for severe problem behavior. Iwata, Dorsey, Slifer, Bauman, and Richman (1982) described for the first time what have become typical conditions used in functional analyses. Given the dynamic and often changing environment of school settings, procedures can, and should, be modified to fit those instances when the referral environment differs from typical functional analysis conditions. The workshop will begin with a review of current literature on functional behavioral assessments that include functional analyses conducted in public schools with school age children presenting with a variety of developmental disorders. Population characteristics, educational placement, functional behavior assessment methodologies and outcomes, and treatment selection and outcomes will be presented and discussed. The review will be followed by the presentation of the May South assessment model, which includes indirect, direct, and experimental measures. However, the discussion will focus on contextual factors that must be addressed prior to and during assessment in school settings. Some of those changes include adjustments made to typical functional analysis conditions, shortening or lengthening the duration of functional analysis conditions, including atypical reinforcers in test conditions, testing abnormal school behaviors, and using other professionals as therapists. To illustrate these points, the workshop will include multiple data sets depicting traditional and innovative functional analyses in school settings for a variety of problem behaviors. All data sets, sometimes after extended analysis, identify reinforcers for severe behavior in school settings and all interventions were based on those results. Instructors will lead an audience in a discussion on creating easy to use, nonaversive, effective, and acceptable interventions. A synthesis of the presentations and general comments regarding the current state of analysis and treatment of problem behavior in schools settings will conclude the workshop. |
| Learning Objectives: 1. Understand the continuum of services involved in comprehensive Functional Behavior Assessment (FBA). 2. Conduct a comprehensive FBA, including indirect, direct and experimental analyses. 3. Derive hypotheses from indirect and direct assessments that suggest test conditions for a functional analysis (FA). 4. Setup a school based FA. 5. Conduct a FA that is responsive to school contextual factors. 6. Understand how and when to use dynamic or innovative test conditions. 7. Interpret FA outcomes for subsequent or intervention planning |
| Activities: Participants will be provided concise instructions, copious handouts, and several models, followed by multiple case examples presented by instructors. These presentations will be followed by a question and answer period to ensure skill acquisition. Finally, participants will complete a comprehensive case example that provides opportunities for participants to solve challenges inherent in functional analysis conducted in school settings. The comprehensive case example will consolidate and increase fluency of the skills described and taught during the instructional phase of the workshop. Additionally, participants will be encouraged to present questions in regard to previous functional analysis experiences. |
| Audience: Practitioners, students, researchers, educational service providers, and others interested in functional analysis methodology and function based interventions. |
| Content Area: Practice |
| Instruction Level: Intermediate |