Training Educators to Implement Functional Analyses

Wallace, Michele D.; Doney, Janice K.; Mintz‐Resudek, Charna M.; Tarbox, Rachel S. F.

doi:10.1901/jaba.2004.37-89

Cited by 91 publications

(78 citation statements)

References 3 publications

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“…However, most of the participants in the Neef et al investigation also required live modeling and feedback in addition to video training in order to master the target skills. A number of other investigations have included video as one component of training programs, but effects of the video relative to other training procedures were not specifically evaluated (e.g., Buzhardt & Heitzman-Powell, 2005;Cooper & Browder, 2001;Kuhn, Lerman, & Vorndran, 2003;McCartney, Anderson, & English, 2005;Wallace, Doney, Mintz-Resudek, & Tarbox, 2004). To date, video as a distinct training procedure has not received research emphasis as a means of helping train staff to implement individualized intervention plans for people with challenging behavior.…”

Section: Introductionmentioning

confidence: 99%

Video training of support staff in intervention plans for challenging behavior: Comparison with live training

Macurik¹,

O'Kane²,

Malanga³

et al. 2008

Behavioral Interventions

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We compared video versus live training as respective components of a program for training support staff in individualized intervention plans for people with severe disabilities and challenging behavior. Procedures constituting behavior plans for three individuals were presented to staff through an initial training session and then follow-up assessment and training on the job. Twenty staff received the initial training in small groups by watching a video of a behavior analyst describing a plan along with informational bullets, and 18 staff received the initial training in live sessions with the behavior analyst. Results of knowledge quizzes and on-the-job observations and questions with staff indicated video and live training were both effective. Video training was more efficient regarding time required by staff trainees and trainers' direct-contact time with staff. However, additional trainer time (and staff videographer time) was required to make the videos. Both types of training were well received by staff, though live training was slightly better received based on staff ratings. In light of results supporting effectiveness of video training, suggestions are offered regarding when such training is likely to be more and less advantageous from an efficiency perspective. Future research areas discussed focus on the ways to enhance the utility of video training.

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Section: Introductionmentioning

confidence: 99%

Video training of support staff in intervention plans for challenging behavior: Comparison with live training

Macurik¹,

O'Kane²,

Malanga³

et al. 2008

Behavioral Interventions

View full text Add to dashboard Cite

show abstract

“…These studies have assessed skills in both simulated (Moore et al, 2002;Wallace, Doney, Mintz-Resudek, & Tarbox, 2004) and natural settings (Erbas, Tekin-Iftar, & Yucesoy, 2006), respectively. Phillips and Mudford (2008) demonstrated that residential caregivers could be taught to conduct FA sessions when assessing client's behavior in clinical settings.…”

mentioning

confidence: 99%

Description of a Practitioner Training Program on Functional Analysis and Treatment Development

Chok

Shlesinger

Studer

et al. 2012

Behav Analysis Practice

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The current project examined the effectiveness of a functional analysis skills training package for practitioners with advanced degrees working within an applied setting. Skills included appropriately carrying out the functional analysis conditions as outlined by Iwata, Dorsey, Slifer, Bauman, and Richman (1982/1994), interpreting multielement functional analysis graphs using the methodology described by Hagopian et al. (1997), determining next steps when functional analysis data are undifferentiated, and selecting function-based interventions once functional analysis data are conclusive. The performance of three participants was examined within a multiple baseline design across participants. Although performance varied, baseline skill level was insufficient prior to intervention across participants and skill areas. Mastery was attained for all participants within four to eight training sessions per skill and the acquired skills were demonstrated effectively during generalization trials. Minimal retraining was required for some component skills at a 3-month follow up. Keywords: functional analysis, staff training, treatment development, visual inspection ABSTRACT T

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“…Master's or doctoral level behavior analysts oversaw the implementation of this analysis at all times. Therefore, when given the proper training, it may be possible for individuals with a limited background in behavior analysis and functional analysis methodology to conduct the MFA (e.g., Wallace, Doney, Mintz-Resudek, & Tarbox, 2004).…”

Section: Discussion and Recommendations For Practitionersmentioning

confidence: 99%

Alterations to Functional Analysis Methodology to Clarify the Functions of Low Rate, High Intensity Problem Behavior

Davis

Kahng

Schmidt

et al. 2012

Behav Analysis Practice

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Current research provides few suggestions for modifications to functional analysis procedures to accommodate low rate, high intensity problem behavior. This study examined the results of the extended duration functional analysis procedures of Kahng, Abt, and Schonbachler (2001) with six children admitted to an inpatient hospital for the treatment of severe problem behavior. Results of initial functional analyses (Iwata, Dorsey, Slifer, Bauman, & Richman, 1982/1994 were inconclusive for all children because of low levels of responding. The altered functional analyses, which changed multiple variables including the duration of the functional analysis (i.e., 6 or 7 hrs), yielded clear behavioral functions for all six participants. These results add additional support for the utility of an altered analysis of low rate, high intensity problem behavior when standard functional analyses do not yield differentiated results. Keywords: functional analysis, low-rate problem behavior ABSTRACT T

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Training Educators to Implement Functional Analyses

Cited by 91 publications

References 3 publications

Video training of support staff in intervention plans for challenging behavior: Comparison with live training

Video training of support staff in intervention plans for challenging behavior: Comparison with live training

Description of a Practitioner Training Program on Functional Analysis and Treatment Development

Alterations to Functional Analysis Methodology to Clarify the Functions of Low Rate, High Intensity Problem Behavior

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