Jennifer N. Fritz

CLASSROOM APPLICATION OF A TRIAL‐BASED FUNCTIONAL ANALYSIS

We evaluated a trial-based approach to conducting functional analyses in classroom settings. Ten students referred for problem behavior were exposed to a series of assessment trials, which were interspersed among classroom activities throughout the day. Results of these trial-based functional analyses were compared to those of more traditional functional analyses. Outcomes of both assessments showed correspondence in 6 of the 10 cases and partial correspondence in a 7th case. Results of the standard functional analysis suggested reasons for obtained differences in 2 cases of noncorrespondence, which were verified when portions of the trial-based functional analyses were modified and repeated. These results indicate that a trial-based functional analysis may be a viable assessment method when resources needed to conduct a standard functional analysis are unavailable. Implications for classroom-based assessment methodologies and future directions for research are discussed.

EXPERIMENTAL ANALYSIS OF PRECURSORS TO SEVERE PROBLEM BEHAVIOR

Some individuals engage in both mild and severe forms of problem behavior. Research has shown that when mild behaviors precede severe behaviors (i.e., the mild behaviors serve as precursors), they can (a) be maintained by the same source of reinforcement as severe behavior and (b) reduce rates of severe behavior observed during assessment. In Study 1, we developed an objective checklist to identify precursors via videotaped trials for 16 subjects who engaged in problem behavior and identified at least 1 precursor for every subject. In Study 2, we conducted separate functional analyses of precursor and severe problem behaviors for 8 subjects, and obtained correspondence between outcomes in 7 cases. In Study 3, we evaluated noncontingent reinforcement schedule thinning plus differential reinforcement of alternative behavior to reduce precursors, increase appropriate behavior, and maintain low rates of severe behavior during 3 treatment analyses for 2 subjects. Results showed that this treatment strategy was effective for behaviors maintained by positive and negative reinforcement.

EFFECTS OF NUMBER AND LOCATION OF BINS ON PLASTIC RECYCLING AT A UNIVERSITY

The proportion of plastic bottles that consumers placed in appropriate recycling receptacles rather than trash bins was examined across 3 buildings on a university campus. We extended previous research on interventions to increase recycling by controlling the number of recycling receptacles across conditions and by examining receptacle location without the use of posted signs. Manipulating the appearance or number of recycling bins in common areas did not increase recycling. Consumers recycled substantially more plastic bottles when the recycling bins were located in classrooms.

EFFECTS OF FIXED VERSUS RANDOM CONDITION SEQUENCING DURING MULTIELEMENT FUNCTIONAL ANALYSES

It has been suggested that a fixed condition sequence might facilitate differential responding during multielement functional analyses (FAs) by capitalizing on or limiting sequence effects (Iwata, Pace, et al., 1994); however, the effects of condition sequence have not been examined empirically. We conducted fixed- and random-sequence FAs for 7 individuals with developmental disabilities to determine the relative effects that sequence may have on assessment outcomes. Experimental conditions during the fixed sequence were conducted in the following order: ignore, attention, play, and demand; condition order during the random sequence was determined randomly. Results showed that sequence had no influence on the FA outcomes for 3 subjects, whereas differential responding emerged either faster (1 subject) or only (3 subjects) under the fixed sequence for the remaining subjects. These results suggest that the fixed sequence, a simple modification, should be used when conducting multielement FAs to accommodate the influence of establishing operations across assessment conditions.

OBSERVER TRAINING REVISITED: A COMPARISON OF IN VIVO AND VIDEO INSTRUCTION

We compared the effects of 2 observer-training procedures. In vivo training involved practice during actual treatment sessions. Video training involved practice while watching progressively more complex simulations. Fifty-nine undergraduate students entered 1 of the 2 training conditions sequentially according to an ABABAB design. Results showed that the 2 training methods produced almost identical scores on a posttraining observational test; however, the video method required fewer training sessions to complete.

ANALYSIS OF SELF-RECORDING IN SELF-MANAGEMENT INTERVENTIONS FOR STEREOTYPY

Most treatments for stereotypy involve arrangements of antecedent or consequent events that are imposed entirely by a therapist. By contrast, results of some studies suggest that self-recording, a common component of self-management interventions, might be an effective and efficient way to reduce stereotypy. Because the procedure typically has included instructions to refrain from stereotypy, self-recording of the absence of stereotypy, and differential reinforcement of accurate recording, it is unclear which element or combination of elements produces reductions in stereotypy. We conducted a component analysis of a self-management intervention and observed that decreases in stereotypy might be attributable to instructional control or to differential reinforcement, but that self-recording per se had little effect on stereotypy.

THERAPIST AND SETTING INFLUENCES ON FUNCTIONAL ANALYSIS OUTCOMES

Functional analyses (FAs) of problem behavior typically are conducted in controlled settings to minimize potential sources of confounding. Several studies have reported that results of FAs conducted in controlled settings occasionally differ from those conducted under more naturalistic conditions, although little is known about factors that may contribute to the different outcomes. We examined correspondence between FAs conducted by staff in a clinic and those conducted either by caregivers as therapists or in the home setting. If results of the 2 analyses were dissimilar, we conducted further analyses to identify variables responsible for the different outcomes. Results showed that, in most cases, correspondence of function was observed across familiar and unfamiliar stimuli. Results are discussed in terms of implications for research and clinical practice for the evaluation of problem behavior.

An experimental analysis of negative reinforcement contingencies for adult-delivered reprimands.

Seven adults participated in simulated teaching sessions with an experimenter who role played as a student with developmental disabilities. The experimenter engaged in problem behavior and either (a) terminated problem behavior contingent on participant reprimands (negative reinforcement) or (b) did not terminate problem behavior contingent on reprimands (extinction). Results suggested that reprimands were sensitive to negative reinforcement in the form of the immediate cessation of problem behavior. These preliminary findings support role play as a potentially viable laboratory model for analyzing behaviors of typical adults.

Caregiver preference for reinforcement‐based interventions for problem behavior maintained by positive reinforcement

Social validity of behavioral interventions typically is assessed with indirect methods or by determining preferences of the individuals who receive treatment, and direct observation of caregiver preference rarely is described. In this study, preferences of 5 caregivers were determined via a concurrent-chains procedure. Caregivers were neurotypical, and children had been diagnosed with developmental disabilities and engaged in problem behavior maintained by positive reinforcement. Caregivers were taught to implement noncontingent reinforcement (NCR), differential reinforcement of alternative behavior (DRA), and differential reinforcement of other behavior (DRO), and the caregivers selected interventions to implement during sessions with the child after they had demonstrated proficiency in implementing the interventions. Three caregivers preferred DRA, 1 caregiver preferred differential reinforcement procedures, and 1 caregiver did not exhibit a preference. Direct observation of implementation in concurrent-chains procedures may allow the identification of interventions that are implemented with sufficient integrity and preferred by caregivers.

Evaluating increased effort for item disposal to improve recycling at a university

An evaluation of increased response effort to dispose of items was conducted to improve recycling at a university. Signs prompting individuals to recycle and notifying them of the location of trash and recycling receptacles were posted in each phase. During the intervention, trashcans were removed from the classrooms, and one large trashcan was available in the hallway next to the recycling receptacles. Results showed that correct recycling increased, and trash left in classrooms increased initially during the second intervention phase before returning to baseline levels.