A Brief Functional Analysis of Aggressive and Alternative Behavior in an Outclinic Setting

Abstract

We conducted a brief functional analysis to identify maintaining variable for aggressive behavior and an alternative replacement response during a 90-min outpatient evaluation of 3 individuals with severe handicaps. During the initial analogue assessment, which focused on identifying maintaining contingencies for aggressive behavior, each participant displayed a substantially greater frequency of aggressive behavior during one condition than during any other. The contingency that produced the highest percentage of aggressive behavior was then presented for the occurrence of a specific alternative behavior (a mand). During this contingency reversal phase, each participant displayed a substantial reduction in aggressive behavior and a substantial increase in alternative behavior, thus providing a direct analysis of the equivalency of the contingency for maintaining either behavior.

Systematic Review of Functional Analysis and Treatment of Elopement (2000–2015)

“…Authors of the article stated they used a "brief FA" (one scorer accordingly scored "brief FA"); however, their FA procedures were "multi-element" according to the definition utilized in this review (the other scorer accordingly scored "multi-element FA"). Sessions in the FA lasted 5 min (as in Cooper et al, 1990 andNorthup et al, 1991) but more than two sessions were conducted for each test condition. For the purpose of this review, the FA was ultimately scored as "multi-element.…”

“…An FA was scored as brief when test conditions were evaluated fewer than three times each and sessions lasted no longer than 10 min (e.g., Cooper, Wacker, Sasso, Reimers, & Donn, 1990;Northup et al, 1991). A multi-element FA was scored when at least two test conditions were evaluated at least three times each and conditions rapidly alternated across sessions (e.g., Iwata, Dorsey, Slifer, Bauman, & Richman, 1982/1994.…”

Motivos de consulta e hipótesis clínicas explicativas

“…A manera de conclusión, se puede señalar que el presente estudio permitió ver de forma más descriptiva los motivos de consulta que se refieren en mayor medida en el centro de atención psicológica, como una alternativa a otras investigaciones desarrolladas en el tema (ISUAP, 2007;Loubat & Magaña, 2005), permitiendo establecer los elementos definitorios de las demandas de los servicios psicológicos en relación con algunas variables demográfi-cas de los consultantes, lo que da una visión más amplia del fenómeno y muestra los aspectos diferenciales entre grupos que habrían de tenerse en cuenta en las políticas de prevención de problemas psicológicos y promoción de conductas saludables, evidenciando la importancia de hacer una evaluación idiográfica del fenómeno (Bergner, 1998;Haynes et al, 1997;Iwata & Worsdell, 2005;Northup et al,1991;Reep & Horner, 2000citado en Reep & Horner, 2000Virués-Ortega & Haynes, 2005).…”

“…Sin embargo, no muestra cómo estos se enlazan con las hipótesis explicativas que los clínicos se hacen de cada caso y finalmente sí esto podría estar relacionado con la efectividad terapéutica. Pues aunque la identificación de los elementos constitutivos del motivo de consulta resulta útil para la práctica clínica, dentro del modelo idiográfico y conductual esto no es suficiente para llevar a cabo un proceso terapéutico, ya que esta postura plantea que las intervenciones han de derivarse teniendo en cuenta los elementos de los cuales la conducta es función (Bergner, 1998;Haynes, Leisen & Blaine, 1997;Iwata & Worsdell, 2005;Northup et al,1991;Reep & Horner, 2000 citado en Reep & Horner, 2000;Virués-Ortega & Haynes, 2005).…”

Alterations to Functional Analysis Methodology to Clarify the Functions of Low Rate, High Intensity Problem Behavior

“…Functional analyses have been used for aberrant behavior with populations other than those with intellectual disabilities (ID), including children with attention deficit and hyperactivity disorder (ADHD; Northup et al, 1995), typically developing children (e.g., Wilder et al, 2007), and individuals with emotional disorders (e.g., DePaepe, Shores, Jack, & Denny, 1996). Researchers have adapted the functional analysis for use in numerous settings including outpatient clinics (e.g., Northup et al, 1991), schools (e.g., Bloom, Iwata, Fritz, Roscoe, & Carreau, 2011;Mace & West, 1986), and homes (e.g., Day, Horner, & O'Neill 1994;Ellingson et al, 2000).…”