Functional Analysis and Treatment of Diurnal Bruxism

Abstract

An analogue functional analysis identified attention as a function for a 5-year-old boy's bruxism (teeth grinding). Functional communication training resulted in a reduction of bruxism and an increase in alternative mands for attention. Results were maintained 3 weeks following the intervention.

Thirty Years of Research on the Functional Analysis of Problem Behavior

“…This research indicates that scientists and clinicians recognize the benefits of taking a function‐based approach to understanding and treating behaviors of social importance, regardless of response typography or client population. The FA was extended to such problems as sleep disorders (Jin, Hanley, & Beaulieu, ), bruxism (Lang et al, ), perseverative speech (Fisher, Rodriguez, & Owen, ), crying (Bowman, Hardesty, & Smith, ), and rumination (K. E. Woods, Luiselli, & Tomassone, ). In addition, Plavnick and Normand () provided an overview and critique of recent research on the use of FA to assess verbal behavior.…”

The evidence‐based practices for children, youth, and young adults with autism report: Concerns and critiques

“…For example, a search conducted using PsychINFO and the key term “Functional Analysis” yielded at least 12 articles that meet the inclusion criteria of the NCAEP report that were not included (i.e., Bowman, Hardesty, & Mendres‐Smith, 2013; Call, Zangrillo, Delfs, & Findley, 2013; Fisher, Greer, Romani, Zangrillo, & Owen, 2016; Flynn & Lo, 2016; Lambert, Finley, & Caruthers, 2017; Lang et al., 2013; Larkin, Hawkins, & Collins, 2016; Lepper, Devine, & Petursdottir, 2017; Querim et al., 2013; Roscoe, Schlichenmeyer, & Dube, 2015; Saini, Greer, & Fisher, 2015; Santiago, Hanley, Moore, & Jin, 2016). Conducting the same search for the key terms “response cost,” “response interruption and redirection,” “reprimand,” and “matrix training” yields 15 other articles that meet the inclusion criteria of the NCAEP, but were not included (i.e., Axe & Sainato, 2010; Cook, Rapp, Gomes, Frazer, & Lindblad, 2014; Curiel, Sainato, & Goldstein, 2016; Dickman, Bright, Montgomery, & Miguel, 2012; Giles, Peter, Pence, & Gibson, 2012; Kohler & Malott, 2014; Langone, Luiselli, & Hamill, 2013; Nolan & Filter, 2012; Pauwels, Ahearn, & Cohen, 2015; Saini et al., 2016; Shawler & Miguel, 2015; Shillingsburg, Lomas, & Bradley, 2012; Watkins & Rapp, 2014; Wells, Collier, & Sheehey, 2016; Wilson, Wine, & Fitterer, 2017).…”

Empirical Application of Skinner’s Verbal Behavior to Interventions for Children with Autism: A Review

“…Fourteen of the studies on mands specifically evaluated the effects of mand training on children's engagement in destructive behavior (i.e., aggression, selfinjury, and disruption; e.g., Greer, Fisher, Saini, Owen, & Jones, 2016). The majority of these studies implemented functional communication training (FCT) and trained children to engage in functional communication responses (FCRs) to access the functional reinforcer (e.g., Lang et al, 2013). These studies evaluated the effects of different FCR topographies on levels of destructive behavior (Danov, Hartman, McComas, & Symons, 2010;Derosa, Fisher, & Steege, 2015), preference for different FCR topographies (Torelli et al, 2016), and variability of FCR topographies (Adami, Falcomata, Muething, & Hoffman, 2017;Grow, Kelley, Roane, & Shillingsburg, 2008).…”