Discrepancy in functional analysis results across two settings: implications for intervention design

Assessment and treatment of multiply maintained problem behavior dependent on the time of day

PURPOSE

The current study evaluated treatments derived from two functional analyses (FA) for a 7-year-old student with autism.

METHOD

The FA assessment was conducted at different times of the day and each revealed different functions in the morning and the afternoon.

RESULTS

The morning FA suggested that problem behavior was maintained by positive reinforcement in the form of attention, whereas the afternoon FA showed that problem behavior was maintained by both positive reinforcement in the form of attention and negative reinforcement in the form of escape from task demands.

DISCUSSION

results of this study suggested that differential reinforcement for appropriate behavior in a multiple schedule arrangement effectively reduced multiply maintained problem behavior across the school day.

Effects of an idiosyncratic stimulus on functional analysis of vocal stereotypy in two settings

OBJECTIVE

This study evaluated the effects of an idiosyncratic stimulus (Legos plastic blocks) on vocal stereotypy by a child with pervasive developmental disorder during functional analysis sessions conducted in analogue and natural settings.

METHODS

The presence and absence of the idiosyncratic stimulus was controlled in a multielement experimental design that incorporated four functional analysis conditions.

RESULTS

The background presence of the idiosyncratic stimulus was associated with a higher percentage of vocal stereotypy in all functional analysis sessions in both settings when compared with phases where the stimulus was absent.

CONCLUSIONS

The presence or absence of specific stimuli can alter the results of a functional analysis and produce inaccurate conclusions about the environmental conditions that occasion problem behavior.

Idiosyncratic variables that affect functional analysis outcomes: a review (2001-2010)

Although typical functional analyses often produce clear outcomes, some studies have reported ambiguous results that cannot be interpreted. Such undifferentiated outcomes may occur if test conditions do not include relevant antecedent or consequent events. Clinicians then may try to modify the functional analysis conditions to include those events. Hanley, Iwata, and McCord (2003) reviewed the functional analysis literature through 2000 and described idiosyncratic variables included in modified functional analyses. The objective of the present review was to present a quantitative analysis of idiosyncratic antecedents and consequences in modified functional analyses during the past decade (2001 to 2010). We discuss the range of stimulus parameters tested and the assessment strategies used for informing the modified analysis conditions.

Functional Analysis With Typically Developing Children: Best Practice or Too Early to Tell?: In Response to

Hanley (2012) provided a guide to practitioners and researchers in the conduct of functional assessment for problem behavior, citing a body of empirical work to support his view. Much of the work Hanley drew upon was conducted with individuals with developmental delay in hospitals or outpatient clinic settings. In this paper, we argue that the guidelines he put forth are not necessarily applicable to work in schools or with typically developing individuals. We examine the evidence supporting use of functional analysis with typically developing children, emphasizing school-based consultation, and conclude by recommending a tiered assessment approach from least to most intensive based on the needs of the individual child.

Influence of assessment setting on the results of functional analyses of problem behavior

Analogue functional analyses are widely used to identify the operant function of problem behavior in individuals with developmental disabilities. Because problem behavior often occurs across multiple settings (e.g., homes, schools, outpatient clinics), it is important to determine whether the results of functional analyses vary across settings. This brief review covers 3 recent studies that examined the influence of different settings on the results of functional analyses and identifies directions for future research.

Evaluation of combined-antecedent variables on functional analysis results and treatment of problem behavior in a school setting

Call, Wacker, Ringdahl, and Boelter (2005) conducted an analysis in which a single-antecedent condition was compared to a multiple-antecedent condition. The present study extended Call et al. by conducting a structured descriptive assessment (SDA) to identify the antecedent variables most associated with problem behavior in a student with traumatic brain injury and intellectual disabilities. Results indicated that the SDA was effective in identifying relevant antecedent variables that led to the development of an effective intervention in the classroom.

Functional analysis and treatment of elopement across two school settings

The elopement of a child with Asperger syndrome was assessed using functional analyses and was treated in two school settings (classroom and resource room). Functional analyses indicated that elopement was maintained by access to attention in the resource room and obtaining a preferred activity in the classroom. Attention- and tangible-based interventions were compared in an alternating treatments design in both settings. Results validated the findings of the functional analyses. Implications for the assessment and treatment of elopement are discussed.