Joseph M. Lambert

Teacher-Conducted Trial-Based Functional Analyses as the Basis for Intervention.

Previous studies have focused on whether a trial-based functional analysis (FA) yields the same outcomes as more traditional FAs, and whether interventions based on trial-based FAs can reduce socially maintained problem behavior. We included a full range of behavior functions and taught 3 teachers to conduct a trial-based FA with 3 boys with developmental and intellectual disabilities who engaged in problem behavior. Based on the results of the trial-based FAs, we developed and conducted 5 function-based interventions, using differential reinforcement of an alternative behavior and extinction in all but 1 case. In the remaining case, we used noncontingent reinforcement. All interventions led to reductions in problem behavior and increases in alternative behavior.

TRIAL-BASED FUNCTIONAL ANALYSIS AND FUNCTIONAL COMMUNICATION TRAINING IN AN EARLY CHILDHOOD SETTING

Problem behavior is common in early childhood special education classrooms. Functional communication training (FCT; Carr & Durand, 1985) may reduce problem behavior but requires identification of its function. The trial-based functional analysis (FA) is a method that can be used to identify problem behavior function in schools. We conducted trial-based FAs and FCT with 3 children in an early childhood special education setting. All trial-based FAs resulted in identification of behavioral functions, and subsequent FCT led to reductions in problem behavior and increases in communication.

TRAINING RESIDENTIAL STAFF TO CONDUCT TRIAL-BASED FUNCTIONAL ANALYSES†

We taught 6 supervisors of a residential service provider for adults with developmental disabilities to train 9 house managers to conduct trial-based functional analyses. Effects of the training were evaluated with a nonconcurrent multiple baseline. Results suggest that house managers can be trained to conduct trial-based functional analyses with a high degree of procedural fidelity.

Serial alternative response training as intervention for target response resurgence.

Failure to reinforce appropriate behavior could result in resurgence of previously extinguished problem behavior and degradation of previously effective treatments such as differential reinforcement of alternative behavior (DRA). We analyzed arbitrary responses (i.e., switch flipping) exhibited by 3 adults with developmental disabilities to compare the effect of a traditional DRA intervention against the effect of a serial DRA intervention on the magnitude of target response resurgence using a 2-component multiple schedule. The target response served as an analogue to problem behavior, and alternative responses served as analogues to socially appropriate alternative responses. In all cases, the percentage of total responding allocated toward target response resurgence was less in the serial DRA component than in the traditional DRA component. Furthermore, we observed both reversion and recency for 2 of 3 subjects. Our data provide preliminary evidence suggesting that serial DRA may produce more durable and desirable outcomes than traditional DRA.

Training residential staff and supervisors to conduct traditional functional analyses

In this study we extended a training outlined by Iwata to behavioral technicians working for a residential service provider for adults with developmental disabilities. Specifically, we trained ten supervisors and four assistants to organize, conduct, collect data for, and interpret the results of traditional functional analyses (FA; Iwata et al.,1994). Performance was initially low and improved across all measures following training. Results extend previous FA training research by including a tangible condition and by demonstrating that individuals with little to no prior experience conducting FAs can be taught all of the skills required to autonomously conduct them in a relatively short period of time.

EVALUATION OF SOME COMPONENTS OF CHOICE MAKING

Providing access to choice-making opportunities is a useful addition to behavioral interventions, although the critical features of choice making may differ greatly across individuals. In this study, results of an initial 3-choice concurrent-operants preference assessment with 4 subjects with autism spectrum disorder suggested that 2 subjects preferred the choice-making condition and participated in subsequent assessments to examine the potential influences of reinforcer variability and differential access to high-preference reinforcers on their preferences for choice making. Two other subjects did not prefer the choice-making condition and participated in subsequent assessments to explore conditions under which they might prefer choice-making opportunities. Results suggested that a wide range of variables influenced preference for choice-making conditions.

Defusion: A Behavior-Analytic Strategy for Addressing Private Events

Applied behavior analysts encounter situations in which private events hinder client progress, and additional techniques to address these issues are needed. By conceptualizing private events as verbal rules, we provide a behavior-analytic framework for understanding and addressing these events. Relational frame theory (RFT) is the basis for this conceptual foundation; the empirically based principles of RFT are presented along with direct implications for understanding private events. Defusion, an RFT-based technique for addressing private events, is then described and empirical studies that evaluate the effects of defusion are reviewed. Finally, potential clinical applications for practicing behavior analysts are offered.

Outcome summaries of latency-based functional analyses conducted in hospital inpatient units

Latency-based functional analysis (FA) may be a viable alternative to the standard, rate-based, FA when frequently evoking problem behavior is not advisable. We conducted 18 latency-based FAs of the problem behavior of children diagnosed with autism in inpatient hospital settings and identified functional relations during 44.4% (8 of 18) of latency-based FAs. Implications for conducting FAs of severe problem behavior are discussed.

Teacher-Conducted, Latency-Based Functional Analysis as Basis for Individualized Levels System in a Classroom Setting

Latency-based functional analysis (FA) may be appropriate when stakeholders are concerned with safety or feasibility. We trained a first-year special education teacher to collect data while she implemented a latency-based FA and validated a function-based intervention. Treatment effects were generalized across paraeducators and were maintained during a 1-month follow-up.

Assessing Acquisition of and Preference for Mand Topographies During Functional Communication Training

We assessed acquisition and preference for various mand topographies in the presence of establishing operations that, historically, evoked the aggression of a child with autism. First, we implemented functional communication training (FCT) and reinforced picture exchange, iPad®, or GoTalk® activations in a multi-element format (noting differences in aggression and/or mand independence across conditions). Then, we conducted a concurrent-operant mand preference assessment. Finally, we presented assessment results to the subject’s mother and asked her to indicate her own preference. Parent and subject preferences were aligned and we completed therapy using the iPad®.