Accuracy of Teacher-Collected Descriptive Analysis Data: A Comparison of Narrative and Structured Recording Formats

Lerman, Dorothea C.; Hovanetz, Alyson; Strobel, Margaret; Tetreault, Allison Serra

doi:10.1007/s10864-009-9084-7

Cited by 33 publications

(22 citation statements)

References 8 publications

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“…Little research seems to compare different types of descriptive assessments to results of other descriptive methods (Matson, & Kozlowski, 2012;Lerman, Hovanetz, Strobel, & Tetreault, 2009). This is unfortunate, especially if the methods are generalized into one category and this NARRATIVE AND STRUCTURED ABC FORMS 20 category is concluded as less effective and trustworthy than other categories of assessments.…”

Section: Discussionmentioning

confidence: 99%

“…It may limit the continued scrutiny of the several methods within descriptive functional assessments, when in fact they may be suited particularly well for certain situations and populations. For example, narrative ABC forms may be difficult and labor intensive procedures and it may be better suited to provide untrained individuals with structured ABC forms (Lerman, Hovanetz, Strobel, Tetreault, 2009). Since narrative ABC forms may result in unspecific antecedents, behavior and consequences, which may or may not be suitable for designing an intervention.…”

Section: Discussionmentioning

confidence: 99%

“…Consider the possibility of deprivation and its effect on behavior, which may coincide with a discriminative stimulus, thereby causing the analysis to be wrong because the discriminative stimulus may in fact have nothing to do with the behavior (Cipani & Shock, 2011). These issues related to the temporal correlational nature of descriptive assessments remain but may be countered effectively if a competent professional with behavioral training (Lerman et al, 2009) collects data. However given the necessary time needed to complete such an assessment adequately time may be better spent having the trained behavior analyst conduct an EFA.…”

Section: Discussionmentioning

confidence: 99%

“…Lastly experimental functional analysis utilizes environmental manipulations to identify the conditions under which the behavior is most likely to occur. While all of these methods may yield valuable information independently, it is recommended that these methods are used collectively (Lerman, Hovanetz, Strobel, & Tetreault, 2009). Skinner (1953) conveyed the view of behavior as functional, meaning that a change in an independent variable results in a change in the dependent variable.…”

Section: Narrative and Structured Abc Forms 35mentioning

confidence: 99%

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Functional Behavioral Assessment

Sugai¹,

Horner²

2016

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Narrative and Structured Abc Forms 35mentioning

confidence: 99%

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Functional Behavioral Assessment

Sugai¹,

Horner²

2016

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“…Relatively little research has been conducted to investigate the differences between structured and unstructured A-B-C recordings [34]. In a study of special-education teachers and paraprofessionals, Lerman and colleagues [76] found that the checklist format was preferred over unstructured A-B-C data collection due to greater perceived efficiency.…”

Section: Contingency (A-b-c) Event Recordingmentioning

confidence: 99%

Functional Assessment of Challenging Behavior

Matson

Williams

2014

Curr Dev Disord Rep

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Challenging behaviors (CB) in the form of selfinjurious behaviors, aggression, property destruction, tantrums, pica, and other disruptive activities are common among persons with intellectual disabilities. Lack of social and communication skills, temperament issues, and other symptoms that characterize these persons contribute to the high rates of CB. In recent years, applied behavior analysis (ABA) has proven to be a particularly effective treatment for these issues. Functional assessment is a foundational strategy for such intervention. The methods most commonly used to achieve this goal include interviews and observations, experimental functional analysis, in vivo assessment, and standardized tests. The purpose of this group of techniques is to establish the variables that maintain the behavior, and treatment then flows from these data. This paper reviews the current state of the art in the area of functional assessment.

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Evaluation of Behavioral Skills Training for Teaching Functional Assessment and Treatment Selection Skills to Parents

Shayne

Miltenberger

2012

Behavioral Interventions

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Scant research has addressed the issue of teaching parents to conduct a functional assessment and design a treatment for problem behavior. The present study utilized behavioral skills training to teach parents how to conduct ABC recording, write a summary statement based on the data collected, and make appropriate treatment choices. Eight parents participated in one 3-h class in which a trainer used instructions, modeling, rehearsal, and feedback to teach these three skill sets. Prior to class, during class, directly after class training, and 1 to 2 weeks following class, the participants viewed videos showing a problem behavior serving a different function in the context of a parent child interaction. The percentage of correct responding for each dependent variable (ABC recording, summary statement, and treatment choices) was calculated, and baseline and post-treatment scores were compared via a multiple baseline across participants design. The results showed an increase in the percentage correct for most skills for most participants. These results show that it is possible to teach parents to conduct a functional assessment and choose proper treatment strategies.

show abstract

Accuracy of Teacher-Collected Descriptive Analysis Data: A Comparison of Narrative and Structured Recording Formats

Cited by 33 publications

References 8 publications

Functional Behavioral Assessment

Functional Behavioral Assessment

Functional Assessment of Challenging Behavior

Evaluation of Behavioral Skills Training for Teaching Functional Assessment and Treatment Selection Skills to Parents

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