Functional Assessment and Treatment of Mealtime Behavior Problems

Abstract

This study utilized descriptive assessment methods to develop hypotheses regarding the function of mealtime behavior problems for three typically developing children. Functional treatment was evaluated in the natural setting with caregivers as change agents. Overall, results of the descriptive assessment suggested that each child's problem behavior was maintained by escape and, to a lesser extent, attention. In addition, this study suggested that direct observation was more reliable than a behavioral interview or questionnaire in acquiring the information necessary to develop hypotheses on factors maintaining a child's mealtime behavior problems. Finally, a functional treatment package consisting of extinction, stimulus fading, and reinforcement of appropriate eating behaviors implemented by the caregivers was effective in decreasing the mealtime behavior problems for two of the children who continued in the study, thus providing support for the hypotheses developed from the assessment.

Collaborating with Parents in Reducing Children's Challenging Behaviors: Linking Functional Assessment to Intervention

“…The results indicate that when parents implemented FA-indicated strategies, children's challenging behaviors decreased and remained low throughout the intervention phase. Contrary to previous studies, which reported unstable child outcome data (e.g., [15,16,18]), the results of this study demonstrate consistently low levels of challenging behavior following parent training. These results provide strong support for a causal relationship between parent-implemented strategies and a reduction in children's challenging behaviors.…”

“…FA, which focuses on the identification of variables that influence the occurrence of problem behaviors, is needed to guide parents and practitioners in determining what strategies might be most effective in addressing children's challenging behaviors. At the present time, functional assessment is not systematically used when designing interventions to reduce young children's challenging behaviors [18]. Data from this study successfully demonstrate the positive effects of linking functional assessment information with parentimplemented strategies.…”

“…For example, Harding et al [15] did not involve parents in the process of designing the interventions and reported that their treatment was ineffective for one of two child participants. Similarly, Galensky et al [18] did not involve parents in designing interventions and reported that their intervention was only effective for 2 of 3 child participants. As stated in Allen and Warzak [14], parents may not adhere to recommended strategies because of factors such as generalizability and social acceptability.…”

“…Since parents were the primary intervention agents for their children's problem behavior in studies of this nature, improvements in children's behavior can be assumed to be related to parent behavior. Unfortunately, researchers have noted that treatment integrity is a major limitation of parent training programs (e.g., [18,19]). For example, Galensky et al scored 25% of each participant's baseline and treatment sessions for the occurrence of treatment components.…”

“…For example, aside from parents implementing the strategies, FA requires parents to participate in interviews and to interact with their children in order for researchers to gather information regarding the function(s) of their children's challenging behavior. Vaughn et al [17] and Galensky et al [18] involved parents in conducting FA and assisting in functional analyses. For example, Vaughn et al designed an intervention based on a detailed interview with one parent participant and several observations of the 8-year-old boy with a severe disability in the context of two family routines.…”