|Functional Analyses and Treatment Analyses in School- and Home-Based Settings
|Monday, May 31, 2010
|9:00 AM–10:20 AM
|Area: AUT/DDA; Domain: Applied Behavior Analysis
|Chair: Donald M. Stenhoff (BISTA Autism Center)
|Discussant: Thomas S. Higbee (Utah State University)
|CE Instructor: Frank Bird, M.Ed.
|Abstract: When working with individuals in applied settings it is often necessary to conduct experimental analyses in the setting in which the behavior occurs. Natural settings for individuals may include home and school environments. Experimental analyses conducted in these settings may capture relevant antecedent or consequence stimuli affecting an individual’s behavior. This information is important as behavior analysts develop effective treatment plans for students or clients. Function-based interventions that are derived from experimental analyses are typically more effective than interventions that are based on other assessments. Thus, it is imperative that a function derived from experimental analyses is used to inform the behavior analyst’s treatment design. In this symposium, three studies will be presented that include individuals with autism and other developmental disabilities. Two of the studies were conducted in a school environment, and one of the studies was conducted in a home and clinical environment. The outcomes of the studies indicated that DNRA, DRA, and the use of a parent as an intervention agent were successful in changing the participants’ behaviors.
|A Functional Analysis on the Aggressive and Destructive Behavior of a Boy With Autism in the Context of Parent Child Communication Patterns
|MARIA F. WYNNE (STAR, Inc.), Douglas Moes (STAR, Inc.)
|Abstract: Best practices and recent changes to entitlement services (i.e., Lanterman Act) require that parents actively participate in the assessment and intervention process when addressing the needs of children with autism who exhibit challenging behavior. These conditions necessitate effective parent and non-public agency collaboration. Within this collaboration, key components that are necessary to ensure resolution of severe problem behaviors are (1) the development of a technically sound and contextually relevant behavioral intervention plan, and (2) parent implementation of the behavior intervention plan within typical parent-child interactions. In this study, an alternating treatments design was utilized to evaluate the effects of parent implementation of a behavior intervention plan derived from a functional analysis conducted in both the home and in a clinical setting. Responsibility for implementation of the BIP was assumed by the parent using an active learner model that monitored fidelity of implementation over time. Results are discussed in terms of achieving meaningful improvements in the quality of parent-child interactions for this family.
|Functional Analysis and Treatment of Self-Injury and Aggression in a Private Day School
|CHRISTINA BAROSKY (ACCEL), Bryan J. Davey (ACCEL), Rebecca Renee Wiskirchen (ACCEL)
|Abstract: This study addresses the efficacy of a comprehensive functional analysis and treatment of self-injury and aggression at a private day school. The descriptive assessment indicated that both self-injury and aggression were being maintained by positive reinforcement in the form of attention and negative reinforcement in the form of escape. Due to the severity of the self-injurious behavior, the decision was made to assess this behavior. Functional analysis results showed higher rates of self-injury during the escape condition. While the functional analysis did not specifically address aggression, data showed that aggression also occurred at a higher rate during the escape condition. Treatment was implemented across two therapists and two settings. The systematic use of functional communication training (FCT), 3-step prompting, and differential negative reinforcement of alternative behavior (DNRA) where selected based on the functional analysis outcome. Treatment analysis results indicated the treatment package reduced self-injury and aggression across both therapists and settings.
|Functional Analysis of Inappropriate Behavior in a Classroom Setting During Preferred and Nonpreferred Activities
|REBECCA RENEE WISKIRCHEN (ACCEL), Christina Barosky (ACCEL), Bryan J. Davey (ACCEL)
|Abstract: The current study addresses results obtained from a classroom-based functional analysis of inappropriate behavior during preferred and non-preferred activities at a private special education school. Both functional analyses included an escape, attention, and free-play (control) condition. The initial functional analysis was conducted during a non-preferred activity (morning meeting). Combined inappropriates (aggression and elopement) were highest during the escape condition, indicating that combined inappropriates were negatively reinforced during a non-preferred activity. It was hypothesized that during a preferred activity, combined inappropriates would be highest during the attention condition. However, in the second functional analysis conducted during a preferred activity (Arts and Crafts/Play Time), inappropriate behavior was highest during the escape condition. Results from the functional analysis and direct assessment data were used to develop a treatment plan that included a differential negative reinforcement of alterative behaviors (DNRA) as well as differential reinforcement of alternative behaviors (DRA) using a token economy to increase intervals between play breaks. Treatment results were positive. Discussion points will include the analysis of the treatment package as well as the use of booster sessions prior to treatment sessions to train the token economy. Issues surrounding classroom based functional analyses will also be discussed.