Researchers have recently called for a greater empha sis on the use of functional assessment procedures in the selection of treatment strategies for problem behavior in persons with mental retardation. In applied settings there are several methods available for conducting a functional assessment. This article identifies and de scribes three methods that have been used in applied behavior analysis research: informant assessment (e.g., behavioral interviews, rating scales, and questionnaires), direct observation assessment, and experimental analy sis. Although experimental analysis provides the most conclusive information regarding controlling variables for a behavior problem, less rigorous methods of assess ment also yield important information with which to select and evaluate treatment strategies. This article reviews the strengths and weaknesses of each functional assessment method and provides a case example to illustrate the use of the various assessment procedures.DESCRIPTORS: applied behavior analysis, behav ioral assessment, behavior management, excess behav ior, functional analysis, functional assessment, inter viewing, A-B-C assessmentThe treatment of problem behavior in children and adults with mental retardation has received considera ble attention over the last 20 years. There is an abun dance of treatment research available for practitioners to consider when making treatment decisions (e.g.

We assessed the efficacy of several procedures for reducing the rate of eating responses during mealtime by three institutionalized mentally retarded clients. A time-based (15 s) response interruption procedure was implemented which resulted in little change in eating responses for 2 of 3 subjects. A spaced-responding DRL 15-s procedure resulted in decreases in eating responses to target levels only after a prompting procedure was added. Procedures were evaluated using a multiple baseline across subjects design with assessment of generalization to nontreated meals. A change in eating behavior during breakfast occurred only after direct training in the breakfast setting. Maintenance data were collected at 1-and 5-month follow-up periods.

A task force authorized by the Executive Council of the Association for Behavior Analysis International (ABAI) generated the statement below concerning the techniques called restraint and seclusion. Members of the task force independently reviewed the scientific literature concerning restraint and seclusion and agreed unanimously to the content of the statement. The Executive Council accepted the statement, and it was subsequently approved by a two-thirds majority vote of the general membership. It now constitutes official ABAI policy. The position statement is posted on the ABAI Web site (www.abainternational.org/ABA/statements/RestraintSeclusion.asp). The purpose of the position statement is to provide guidance to behavior analysts and other professionals interested in the position of ABAI on these controversial topics. In extreme cases, abuses of procedures erroneously used in the name of behavior analysis are not defensible. On the other hand, behavior analysts acting ethically and in good faith are provided with guidelines for sound and acceptably safe practice. To the extent that behavior-analytic positions influence public policy and law, this statement can be presented to officials and lawmakers to guide informed decision making. At the conclusion of the document, a bibliography is provided of articles and presentations considered by one or more task force members in developing the position statement.

The acceptability of behavioral procedures has been examined with many groups of individuals that have significant roles in the lives of persons with mental retardation. However, for those individuals that live in public residential facilities, one critical person in the decision making process is the superintendent. The purpose of this study was to assess the acceptability of treatments to superintendents of public residential facilities. Using the Treatment Evaluation Inventory (Kazdin, 19801, superintendents rated the acceptability of five treatments (DRO, Time-out, medication, overcorrection and contingent shock) applied to a mild and severe behavior problem. The results showed a significant main effect for treatment and problem and a problem by treatment interaction. Acceptability was inversely related to treatment restrictiveness and, except for differential reinforcement of other behaviors (DRO), all treatments were more acceptable for the severe problem than for the mild problem.

Although significant gains in acquisition of a variety of skills following traumatic brain injury have been demonstrated, generalization of acquired skills presents a formidable challenge. Incidental teaching procedures refer to a sequence of interactions between a trainer and a learner which take advantage of teaching opportunities that arise naturally in unstructured situations and appear to be particularly applicable to communication deficits common to persons with traumatic brain injury. This paper presents an overview of incidental teaching procedures and a case study in which incidental teaching procedures were utilized in a multiple-baseline fashion across three sequential environments to increase complete requesting skills. Results show that complete requesting increased to nearly 100% of the trials in each new environment upon procedural implementation, compared to extremely low baseline levels. In addition, significant increases in independently initiated, rather than cued, requests occurred within the first few treatment sessions. Implications of incidental teaching procedures and case study results are discussed with suggestions for future research.