1 / 41

Taking the mystery out of Functional analysis

Taking the mystery out of Functional analysis. Isabelle Cowan, MASP, L. Psych, BCBA Marlene Breitenbach , M.S.Ed , BCBA Tracy Miller, M.Ed Danielle Rochon , B.A. Typical Scenario. Case example. Need to do something different. Functional analysis.

arav
Télécharger la présentation

Taking the mystery out of Functional analysis

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Taking the mystery out of Functional analysis Isabelle Cowan, MASP, L. Psych, BCBA Marlene Breitenbach, M.S.Ed, BCBA Tracy Miller, M.Ed Danielle Rochon, B.A.

  2. Typical Scenario

  3. Case example

  4. Need to do something different

  5. Functional analysis • Setting up situations in which you are manipulating the antecedent and providing a consequence when the target behaviour occurs. • Purpose: to identify the function of the behaviour (what is maintaining the behaviour) • “Allergy test” • Large body of research to support the use of this methodology

  6. Procedures are straight forward • Iwata, B, et al, (2000). Skill acquisition in the implementation of functional analysis methodology. Journal of Applied Behavior Analysis, 33, 181-194. • Taught undergraduate students how to conduct Functional Analysis conditions within 2 hours by explaining the procedures, modeling and giving feedback. • Article describes how to carry out the functional analysis.

  7. General description of Conditions

  8. Other possible condition

  9. Evolving perspective in regard to Functional analysis

  10. Who can do a Functional analysis? • Undergraduate students (Iwata et al., 2000) • B.A. level therapists (Moore et al. 2002) • Teachers (Wallace et al., 2004) • Parents taught how to carry out FA through teleconferencing (Barretto et al., 2006)

  11. Process • Target behaviour: verbal complaints and whining (precursor behaviour to aggression) • 5 sessions: Four 10 minute conditions in which we set up the situation to potentially evoke the behaviour and arrange a specific consequence. • Data Collection: Recorded when behaviour occurred. • Result: More frequent behaviour in attention condition.

  12. Required skills • Identify your target behaviour • Follow instructions • Provide a consequence when the target behaviour occurs • Record behaviour when it occurs • Interpret the data

  13. Why is it so important? • When you understand the function of the behaviour, the effectiveness of the intervention can be significantly improved.

  14. Why is it so important? • Helps to identify what the student needs to learn to replace the target behaviour (DRA). • Provides convincing data for staff to change their own behaviour (EXTINCTION). • Helps to know what reinforcer you should make available so that the student isn’t as motivated to seek it out (NON-CONTINGENT REINFORCEMENT)

  15. Modeling of the assessment conditions

  16. Example of each condition • 2 minute demonstration of each condition • Target behaviour : Hit the table with open hand or closed fist, with enough force so that it can be heard by the teacher. Non-examples: touching the table; brushing against the table. • Data collection method: Frequency count Task: Observe each assessment condition and record each occurrence of the behaviour

  17. Data sheet • Frequency Count (Note: For each condition presented, write a tally during the interval then record the totals)

  18. ALONE condition

  19. ALONE condition (Automatic reinforcement)

  20. Attention condition

  21. Attention condition

  22. Play condition (control)

  23. Play condition (Control)

  24. Play condition (Control) 2ndpossibility

  25. Demand condition (escape)

  26. Demand condition (escape)

  27. Example of Tangible condition • 2 minute demonstration • Target behaviour : Scratching/rubbing head(any hand motion on head) • Scratching can be of any level of intensity. • Data collection method: Partial Interval Task: Observe the assessment condition and record whether the behaviour occurred at any point during the interval.

  28. Data sheet • Partial Interval: • Mark a “+” in the interval box when the behaviour occurs during any part of the interval Mark a “–“ if the behaviour does not occur at all during the interval. • Intervals are every 10 seconds in this example. (They can also be 20 seconds in other situations).

  29. Tangible condition

  30. Tangible condition

  31. Tailor the process to what you are looking for Schlichenmeyer, K.J., et al (2013) • Provides ideas on how to modify conditions to assess different antecedents. • Ex. • Demand condition: easy task/hard task • Attention condition: attention provided by peer vs adult; different types of attention , • Etc.

  32. Case study • Grade 8 student • Targetbehaviour: looking at and pointing to other people’s feet • Informal staff interviews and multiple observations • FA conducted in one morning – 2 hours total • 5 conditions (Attention [2]; Demand [2]; Alone [3]; Play [1]; Tangible [1]) • Each condition lasted 5 minutes (brief FA) • Consultant conducted FA; EA held video camera or left the room • Data collected afterwards by watching video (permanent product)

  33. Considerations Candidates for FA: • Behaviour interferes significantly with learning; “nothing working”; • Behaviour Support Plan in place but behaviour is worsening; • Behaviour is severe and chronic and FA would be faster than another approach; • Descriptive FBA was done but function is still unclear

  34. Considerations Careful and Collaborative Planning • Informed consent and scheduling • Target Behaviour: CLEAR definition (precursor behaviours less risky) • Space: classroom? room away from ongoing activity? • Participant Roles: instructor and data collector; practice? tape? • Materials: preferred, non-preferred

  35. Considerations Careful Planning • Conditions : order? duration? • Identifypotentialrisks • Exit strategy: What level of behaviour would indicate that session should be shortened or stopped? • Try out with a non aggressive behaviour

  36. Key Questions • What did you learn from this session? Were there any surprises? • Identify and discuss a case where this approach may be of benefit. • What are some steps you would need to do to get started? • What are your questions for the presenters?

  37. References • BarrettoA, Wacker D.P, Harding J, Lee J, Berg W. Using telemedicine to conduct behavioral assessments. Journal of Applied Behavior Analysis. 2006;39:333–340. • Iwata, B, et al, (2000). Skill acquisition in the implementation of functional analysis methodology. Journal of Applied Behavior Analysis, 33, 181-194. • Moore J.W, Edwards R.P, Sterling-Turner H.E, Riley J, DuBard M, McGeorge A. Teacher acquisition of functional analysis methodology. Journal of Applied Behavior Analysis. 2002;35:73–77. • Schlichenmeyer, K.J., et al (2013). Idiosyncratic variables that affect functional analysis outcomes: A Review (2001-2010). Journal of Applied Behavior Analysis, 46, 339-348. • Wallace M.D, Doney J.K, Mintz-Resudek C.M, Tarbox R.S.F. Training educators to implement functional analyses. Journal of Applied Behavior Analysis. 2004;37:89–92.

More Related