On the Reliability and Treatment Utility of the Practical Functional Assessment Process

Rajaraman, Adithyan; Hanley, Gregory P.; Gover, Holly C.; Ruppel, Kelsey W.; Landa, Robin

doi:10.1007/s40617-021-00665-6

Cited by 11 publications

(1 citation statement)

References 62 publications

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“…It is possible that the inclusion of ecologically relevant synthesized reinforcers or the use of a variable, unpredictable schedule of reinforcement (or both) may have contributed to the efficacy of schedule thinning without supplemental procedures. Other studies evaluating skill-based treatment have reported large reductions in challenging behavior without the use of supplemental procedures as well (e.g., Fiani & Jessel, 2022;Jessel et al, 2018;Rajaraman, Hanley, Gover, Ruppel, et al, 2022;Rajaraman, Hanley, Gover, Staubitz, et al, 2022;Staubitz et al, 2022). However, the success of FCT without supplemental procedures has also been reported in large-n consecutive controlled case studies with a variety of other schedule-thinning methods.…”

Section: Discussionmentioning

confidence: 99%

Long‐term effectiveness and generality of practical functional assessment and skill‐based treatment

Slaton,

Davis,

DePetris

et al. 2024

J of App Behav Analysis

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There are several considerations to address when conducting functional communication training for challenging behavior in a school setting, such as the need for schedule thinning and maintenance across staff and the need to establish a variety of appropriate classroom skills. There are several strategies for conducting schedule thinning following functional communication training and for transferring effects across people or settings. However, there are few examples of these processes in natural settings with relevant caregivers and with long‐term maintenance of effects. We implemented a functional assessment and skill‐based treatment process with six children with autism in a specialized school setting and extended treatment until challenging behavior was reduced to near‐zero levels across multiple staff and settings. Follow‐up data indicate that effects were still observed 1 year posttreatment and the use of crisis procedures (e.g., physical restraint) was eliminated for all participants.

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Section: Discussionmentioning

confidence: 99%

Long‐term effectiveness and generality of practical functional assessment and skill‐based treatment

Slaton,

Davis,

DePetris

et al. 2024

J of App Behav Analysis

View full text Add to dashboard Cite

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On the prevalence and magnitude of resurgence during delay‐and‐denial tolerance teaching

Marshall,

Mitteer,

Greer

et al. 2024

J of App Behav Analysis

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Resurgence is the recurrence of target behavior (e.g., challenging behavior) during a worsening of reinforcement conditions (e.g., increases in response effort, decreases in alternative reinforcement). Previous studies have examined the prevalence and magnitude of resurgence during functional communication training implemented with discriminative stimuli. We conducted a systematic review of the literature to analyze the magnitude and prevalence of resurgence during delay‐and‐denial tolerance teaching. Similar to previous studies with discriminative stimuli, resurgence occurred for most participants and in about one third of transitions. When resurgence was present, challenging behavior increased to approximately 26% of baseline levels. Resurgence was less likely to occur during response‐effort manipulations (i.e., complexity teaching, tolerance‐response teaching) and was most likely to occur during increases in delays that ended following the passage of time rather than a response criterion. We discuss implications for treatment refinements and future treatment‐relapse research.

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Self-Injurious Behavior

Jessel,

Saini,

Rajaraman

et al. 2024

Autism and Child Psychopathology Series

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On the Reliability and Treatment Utility of the Practical Functional Assessment Process

Cited by 11 publications

References 62 publications

Long‐term effectiveness and generality of practical functional assessment and skill‐based treatment

Long‐term effectiveness and generality of practical functional assessment and skill‐based treatment

On the prevalence and magnitude of resurgence during delay‐and‐denial tolerance teaching

Self-Injurious Behavior

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