Evaluating the Accuracy of Results for Teacher Implemented Trial-Based Functional Analyses

Rispoli, Mandy; Ninci, Jennifer; Burke, Mack D.; Zaini, Samar; Hatton, Heather; Sanchez, Lisa

doi:10.1177/0145445515590456

Cited by 21 publications

(20 citation statements)

References 37 publications

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“…The TBFA consisted of 40 trials, with 10 trials each in the attention, tangible, escape, and ignore conditions (Rispoli, Ninci, et al, 2015). The TBFA trials were 2 min in length, with a 1-min control component preceding a 1-min test component.…”

Section: Methodsmentioning

confidence: 99%

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Parent-Implemented Trial-Based Functional Analysis for Young Children With ASD

Gerow

Rispoli

Gregori

et al. 2018

Focus Autism Other Dev Disabl

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There is growing support for the use of trial-based functional analysis (TBFA) in applied settings. The purpose of the present study was to assess the accuracy and social validity of parent-implemented TBFAs. The participants were three young children (ages 3–7 years old) with autism spectrum disorder (ASD) and their mothers. Each mother implemented the TBFA with coaching from a behavior consultant. Following the TBFA, parent-implemented function-based interventions were evaluated using a multiple-probe across parent–child dyads design. Child challenging behavior decreased and communication increased following the implementation of the function-based intervention. TBFAs required approximately 5 to 7 hr of consultant time, and each mother rated the TBFA as socially valid. The results of this study indicate parent-implemented TBFAs may be an accurate and socially valid method to evaluate the function of challenging behavior in homes. The discussion includes implications for practice and directions for future research.

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Section: Methodsmentioning

confidence: 99%

“…TBFAs may be a feasible and socially valid method to include parents in the assessment of challenging behavior. Although a number of studies have evaluated teacher-implemented TBFAs (e.g., Bloom et al, 2013; Rispoli, Ninci, et al, 2015), none of the previous research has evaluated the use of a parent-implemented TBFA in the home setting.…”

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confidence: 99%

Parent-Implemented Trial-Based Functional Analysis for Young Children With ASD

Gerow

Rispoli

Gregori

et al. 2018

Focus Autism Other Dev Disabl

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“…A TBFA was conducted to assess the relevant antecedents and consequences associated with challenging behavior, based on the procedures described in Rispoli and colleagues (2015). A trial-based format was selected because trials are brief and can be embedded into the family’s existing routine (Rispoli, Ninci, Neely, & Zaini, 2014).…”

Section: Methodsmentioning

confidence: 99%

“…In addition, the TBFA has been shown to lead to the development of effective function-based interventions (Lambert, Bloom, & Irvin, 2012;Rispoli et al, 2015). The TBFA consisted of ten 2-min trials in each of three TBFA conditions: attention, tangible, and demand.…”

Section: Colleagues (2015)mentioning

confidence: 99%

Teaching Parents to Implement Functional Communication Training for Young Children With Developmental Delays

Gerow

Rispoli

Ninci

et al. 2017

Topics in Early Childhood Special Education

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“…To be considered a measure of setting generalization, continuous or probe measures must have been conducted in settings in which the full intervention protocol was not applied. Four additional studies were omitted from review for this reason (Greer, Neidert, Dozier, Payne, Zonneveld & Harper, 2013;Lane et al, 2009;Rispoli, Ninci, Burke, Zaini, Hatton & Sanchez, 2015;Todd, Horner & Sugai, 1999).…”

Section: Methodsmentioning

confidence: 99%

Effects of functional communication training and self-monitoring with programmed generalization for three students with or at-risk for emotional behavioral disorders.

Burt¹

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"Effects of functional communication training and self-monitoring with programmed generalization for three students with or at-risk for emotional behavioral disorders." (2017 To the doc students that came before me and blazed the trail, Chris, Lauren, and Lindsay, and those that came along side me and encouraged me through this process, Beth, Gwen, and Nathan, thank you. We were/are in this together! know it. But you were patient and so very helpful, so thank you.And finally, to Mr. D. and the Professionals of Westlane Middle School '09-'12.On paper, I was your teacher; but you taught me more than I could have ever hoped to learn in college. I have been thinking about every one of you throughout this journey.Your pictures are on my office wall to remind me why I came back to school. I wanted to learn better ways to positively impact the lives of kids like you. It took me three years and more stress than I would ever want to experience again, but in the end, I learned that we knew the answer all along-never. The use of functional assessment based interventions to address the problem behavior of students with emotional/behavioral disorders (EBD) is supported by an emerging evidence base. Few studies, however, have assessed the generality (i.e., the transfer of behavior change across settings, behavior, or students) of function-based interventions for this population. This study employed a multiple baseline across students design to evaluate setting generalization of functional communication training (FCT) with self-monitoring for three students with or at-risk for EBD. FCT yielded significant reductions in problem behavior and increased rates of appropriate attention recruitment (i.e., hand-raising) for all three participants in isolation. However, no change in behavior was observed during concurrent observations in a generalization setting.Subsequently, self-mediated physical and verbal stimuli were introduced in the generalization setting to promote skill transfer. Each student responded to the generalization programming procedures with reduced rates of problem behavior and increased rates of hand-raising in generalization settings. Results of the study support the vii use of programmed generalization strategies with function-based interventions for students with EBD.

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Evaluating the Accuracy of Results for Teacher Implemented Trial-Based Functional Analyses

Cited by 21 publications

References 37 publications

Parent-Implemented Trial-Based Functional Analysis for Young Children With ASD

Parent-Implemented Trial-Based Functional Analysis for Young Children With ASD

Teaching Parents to Implement Functional Communication Training for Young Children With Developmental Delays

Effects of functional communication training and self-monitoring with programmed generalization for three students with or at-risk for emotional behavioral disorders.

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