Assessing a Modified Functional Analysis Condition for Removal of Attention as an Establishing Operation in an Escape Functional Analysis Condition
Journal Title: Postępy Nauk Medycznych - Year 2013, Vol 26, Issue 1
Abstract
The prevalence of students with developmental disabilities such as autism and those at risk for emotional and behavior disorders are steadily increasing (1). These students are more likely than their counter-parts to display challenging behaviors at school. Based on the Individuals with Disabilities Act (2), students that display behaviors that interfere with their learning and that of their classmates require a functional behavioral assessment (FBA) in order to develop an intervention plan based on function. In some instances, the FBA process includes a functional analysis (FA), or the systematic manipulation of environmental variables to determine the effect on behavior (3). For some children, this process does not produce a clear pattern of responding. This study is based on two such children and was developed to assess a modification of the escape condition in a traditional functional analysis (3) to determine the effects of holding attention constant in the escape condition. The present study expands on FA technology in order to be more effective at developing function-based intervention for children whose functional behavioral assessments suggest that their behavior is maintained by multiple functions. Strengths and limitations are discussed, along with implications of the mediating effects of establishing operations on the results of a functional analysis. The need for future research in the use of the FA process is discussed.
Authors and Affiliations
Linda Heitzman-Powell, Kimberly Bessette, Howard Wills, Jill Koertner, Lisa Rusinko
Keywords
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