Conducting a Functional Assessment of Problem Behavior in Applied Settings

Abstract

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.

Behavioral activation for depression in older adults: Theoretical and practical considerations

“…However, indirect functional assessments would also provide important information regarding the antecedents and consequences that may currently maintain the client's depression, as well as environmental variables that may facilitate or restrict engagement in scheduled activities. Such informant assessments (e.g., behavioral interviews and rating scales) have been frequently used in behavior-analytic research and practice (Lennox & Miltenberger, 1989). Obtaining information about the client's depressed behavior and activity engagement from multiple informants, including the client and other individuals with whom the client has frequent contact, would help to increase the reliability of indirect assessments.…”

Teleconsultation in School Settings: Linking Classroom Teachers and Behavior Analysts Through Web-Based Technology

“…The most precise form of functional behavior assessment is a functional analysis, which involves direct observation of problem behavior and systematic manipulation of its antecedents and consequences. The functional analysis is often considered the "gold standard" of functional behavior assessment because it is the only form of assessment that verifies the function of problem behavior (Bijou, Peterson, & Ault, 1968;Lennox & Miltenberger, 1989;Mace, 1994). However, the time, effort, and professional expertise required to conduct and interpret functional analyses are often cited as problems with the approach, limiting the widespread use of functional analysis by school personnel and other practitioners (cf., Spreat & Connelly, 1996).…”

Descriptive and Experimental Analyses of Variables Maintaining Self‐injurious Behavior

“…Despite the importance of functional analysis to assessment, the procedures may be complex and time consuming (Lennox & Miltenberger, 1989;Repp et al, 1990), and it may not always be possible to manipulate directly the variables related to problem behavior. Other potential limitations include the risk ofestablishing new behavioral functions during assessment and the inability of experimental analyses to identify all possible reinforcers for a behavior in its natural environment .…”