|From Research to Practice: Current Procedural Advances in the Assessment and Treatment of Problem Behavior
|Monday, May 30, 2016
|8:00 AM–8:50 AM
|Columbus Hall CD, Hyatt Regency, Gold East
|Area: PRA/AUT; Domain: Translational
|Chair: Michele D. Wallace (California State University, Los Angeles)
|CE Instructor: Michele D. Wallace, Ph.D.
This symposium will include recent research on the assessment and treatment of problem behavior with a focus on implications for practice. The first study will present the translation process that was undertaken to produce a reliable and valid indirect assessment in Japanese. The second paper, will highlight the development and utilization of a flow-chart for interpreting transitional functional analyses. The third paper, will present on the effects of an FCT+DRA intervention aimed at decreasing problem behavior maintained by social negative reinforcement, while increasing both communication and compliance. All presenters will provide insight on implications related to both future research and practice.
|Keyword(s): Application, Assessment, Treatment
|Translation, Reliability, and Validity of the IFA-Japanese
|SARAH KAGAWA (Seek Education), Michele D. Wallace (Seek Education), Yuki Ikezaki (Seek Education), Kae Yabuki (SEEK Education, Inc.)
|Abstract: Functional behavior assessments used to identify functions of problem behavior rely on three main categories of assessment methodology: Indirect Assessments, Descriptive Assessments, and Functional Analysis. In fact, best practice suggests that these assessments are necessary to effectively reduce behavior problems. Most of these assessment methodologies are mainly only available in English. However, problem behavior is not only seen in individuals whose main language is English. Given the various cultural and languages encountered in the treatment of problem behavior, translations of these instruments and assessment methodology is best clinical practice and is in need of our efforts. This study presents the steps taken to translate and test for reliability and validity of the Indirect Functional Assessment (IFA) – Japanese assessment. Results are presented as well as a dissemination of the IFA – Japanese.
|Systematic Process for Analyzing Transition Functional Analyses
|SARAH CONKLIN (Family ABA), Michele D. Wallace (Seek Education, Inc.), Sarah Gonzalez (Seek Education)
|Abstract: Over the last 30+ years researchers have extended the methodology of Functional Analyses to incorporate a number of procedural and behavioral variations. One such advancement was the development of the transition functional analysis (McCord, Thomson, & Iwata, 2001) to effectively analyze function and aspects of transitions. Although this advancement has been important in the assessment and treatment of problem behavior related to transitions, there are no current systematic rules or instructions for analyzing the results of this assessment. Moreover, the rules applied to analyzing multielement functional analyses do not simply convert to analyzing transition functional analyses. This study developed a flow chart to interpret transition functional analyses. This flow chart was utilized to interpret 2 transition functional analyses prior to treatment development and resulted in accurate determination of function of problem behavior as well as selection of intervention and reduction in problem behavior. Moreover, we have also successfully utilized this flow chart and went back and utilized it to determine function of transition functional analyses published in behavioral journals. Using the flow chart was both valid in interpreting function as well as reliable. Results as well as dissemination of the flow chart will be provided.
Using a Concurrent Reinforcement Schedule to Eliminate Escape-Maintained Problem Behavior and Increase Compliance
|KATHRYN WHITE (Behavior Services of the Rockies), Michele D. Wallace (Behavior Services of the Rockies), Travis Blevins (Behavior Services of the Rockies)
Functional Communication Training with extinction is one approach to eliminating problem behavior and increasing appropriate behavior. When applied to problem behavior maintained by social positive reinforcement, it produces rapid decreases in problem behavior as well as socially significant increases in appropriate behavior (e.g., asking for attention or tangible items). It is equally effective for eliminating problem behavior maintained by social negative reinforcement in the form of escape; however, most caregivers are not satisfied with only increasing asking for a break. In fact, when treating problem behavior maintained by escape from tasks, socially significant behavior changes would include increasing compliance as well as asking for a break. The purpose of this study was to utilize FCT (1 min break) + Differential Reinforcement of Alternative Behavior (5 min break contingent on compliance) to decrease problem behavior and ultimately increase compliance. Results demonstrate that the intervention was highly successful. Implications for practice as well as avenues for future research will be