Functional analysis in public schools: a summary of 90 functional analyses

Several review and epidemiological studies have been conducted over recent years to inform behavior analysts of functional analysis outcomes. None to date have closely examined demographic and clinical data for functional analyses conducted exclusively in public school settings. The current paper presents a data-based summary of 90 functional analyses conducted in public school settings from 2006 through 2009 for 69 students. Specifically, we present data on gender, age, race, diagnosis, topography of target behaviors, number of conditions, duration of sessions, duration of analysis, functional outcomes, setting, and person serving the role of therapist. Results suggest that functional analyses in schools are possible, practical, and produce results that are comparable to those in past research.     

The effects of training on caregiver implementation of incidental teaching

A brief training package consisting of modeling, rehearsal, and feedback was evaluated to train caregivers to use incidental teaching to teach 3 children with autism to request an item or activity. The training package improved correct implementation of the incidental teaching procedure by caregivers. In addition, probes indicated that caregivers could apply these skills to teach the child an additional skill.     

Response latency as an index of response strength during functional analyses of problem behavior

Dependent variables in research on problem behavior typically are based on measures of response repetition, but these measures may be problematic when behavior poses high risk or when its occurrence terminates a session. We examined response latency as the index of behavior during assessment. In Experiment 1, we compared response rate and latency to the first response under acquisition and maintenance conditions. In Experiment 2, we compared data from existing functional analyses when graphed as rate versus latency. In Experiment 3, we compared results from pairs of independent functional analyses. Sessions in the first analysis were terminated following the first occurrence of behavior, whereas sessions in the second analysis lasted for 10 min. Results of all three studies showed an inverse relation between rate and latency, indicating that latency might be a useful measure of responding when repeated occurrences of behavior are undesirable or impractical to arrange.     

Effects of preference on verification of discriminated mands

Previous research suggests that motivating operation (MO) manipulations may assist in assessing discriminated manding (Gutierrez et al., 2007). The current study partially replicated and extended previous research by varying access to concurrently available reinforcers with different preference values (i.e., MO manipulations). Manding did not occur (a) for reinforcers that were freely available and (b) for lower preference items when relatively higher preference reinforcers were freely available. Results further demonstrated the utility of manipulating MOs to verify discriminated mands but suggest that relative preference of alternative reinforcers should be controlled during these assessments.     

CAN AN UNDERSTANDING OF BASIC RESEARCH FACILITATE THE EFFECTIVENESS OF PRACTITIONERS? REFLECTIONS AND PERSONAL PERSPECTIVES

I have written before about the importance of applied behavior analysis to basic researchers. That relationship is, however, reciprocal; it is also critical for practitioners to understand and even to participate in basic research. Although applied problems are rarely the same as those investigated in the laboratory, practitioners who understand their basic research background are often able to place their particular problem in a more general context and thereby deal with it successfully. Also the procedures of applied behavior analysis are often the same as those that characterize basic research; the scientist-practitioner will appreciate the relation between what he or she is doing and what basic experimenters do, and as a consequence, will be able to apply therapeutic techniques more creatively and effectively.     

Topographical and functional properties of precursors to severe problem behavior

A literature search identified 17 articles reporting data on 34 subjects who engaged in precursors to severe problem behavior, which we examined to identify topographical and functional characteristics. Unintelligible vocalization was the most common precursor to aggression (27%) and property destruction (29%), whereas self- or nondirected movement was the most common precursor to SIB (32%). Unintelligible vocalization and object-directed movement were the most common precursors to behavior maintained by social-positive reinforcement (27% each), and unintelligible vocalization was the most common precursor to behavior maintained by social-negative reinforcement (29%). Only one precursor was reported for behavior maintained by automatic reinforcement.     

Functional analysis and treatment of human-directed undesirable behavior exhibited by a captive chimpanzee

A functional analysis identified the reinforcer maintaining feces throwing and spitting exhibited by a captive adult chimpanzee (Pan troglodytes). The implementation of a function-based treatment combining extinction with differential reinforcement of an alternate behavior decreased levels of inappropriate behavior. These findings further demonstrate the utility of function-based approaches to assess and treat behavior problems exhibited by captive animals.     

Parent-implemented mand training: acquisition of framed manding in a young boy with partial hemispherectomy

This study examined the effects of parent-implemented mand training on the acquisition of framed manding in a 4-year-old boy who had undergone partial hemispherectomy. Framed manding became the predominant mand form when and only when the intervention was implemented with each preferred toy, but minimal generalization to untrained toys nevertheless occurred. A pure mand test suggested that manding was controlled by the relevant motivating operation.     

The effects of prompting and reinforcement on safe behavior of bicycle and motorcycle riders

A reversal design was used to evaluate the effects of vocal and written prompts as well as reinforcement on safe behavior (dismounting and walking bicycles or motorcycles on a sidewalk) on a university campus. Results indicated that an intervention that consisted of vocal and written prompts and reinforcement delivered by security guards was effective at increasing safe behavior exhibited by bicycle and motorcycle riders. No differences were observed between vehicle type or gender with regard to engagement in safe behavior.     

Assessing the social acceptability of the functional analysis of problem behavior

Although the clinical utility of the functional analysis is well established, its social acceptability has received minimal attention. The current study assessed the social acceptability of functional analysis procedures among 10 parents and 3 teachers of children who had recently received functional analyses. Participants completed a 9-item questionnaire, and results suggested that functional analysis procedures were socially acceptable.