Use of Descriptive and Experimental Analyses to Identify the Functional Properties of Aberrant Behavior in School Settings

Abstract

We conducted descriptive and experimental analyses of aberrant behavior in school settings with 2 children with autism, using teachers as assessors. Experimental functional analyses carried out by the investigators were followed by training teachers to conduct a descriptive analysis and a classroom experimental analysis. A comparison of the assessment procedures showed that each procedure identified negative reinforcement as a maintaining variable for aberrant behavior. The teacher implemented an intervention based on the assessment with mixed results. We then replicated the initial results by having the first teacher train a second teacher to carry out the two assessment procedures. The results of these analyses were also in agreement, again identifying negative reinforcement as a variable maintaining aberrant behavior. An intervention based on negative reinforcement was then successfully implemented. These results suggest the applicability and utility of functional analyses carried out in school settings.

Multiple Functions of Problem Behaviors: Assessment and Intervention

“…If indirect assessment procedures such as interviews, rating scales, or checklists are used (Durand & Crimmins, 1988;O'Neill et al, 1990;Willis, LaVigna, & Donnellan, 1993), care should be exercised to ensure that a wide range of establishing operations, antecedent conditions, and consequences are considered. Similarly, correlational or descriptive assessments based on direct observation of naturally occurring events (Bijou, Peterson, & Ault, 1968;Doss & Reichle, 1991;O'Neill et al, 1990;Touchette, MacDonald, & Langer, 1985) should indude a full complement of observation conditions lest a constrained set of observations identify a constrained set of functions (e.g., if observations do not indude situations in which difficult tasks are presented) (Sasso et al, 1992). Rigorous functional analyses (e.g., manipulations of controlling variables) in either analogue or natural settings may also need to occur with careful attention to the range of stimulus conditions that are presented.…”

“…Difficult tasks with trainer correction may elicit very different responses than difficult tasks without trainer correction. It is possible that indirect assessment procedures may help to identify the specific stimulus conditions that will be most useful in formal functional analyses (Carr & Carlson, 1993;Mace et al, 1993;Millard et al, 1993;Sasso et al, 1992;Wacker & Steege, 1993).…”

Effects of Coaching on Teachers’ Use of Function-Based Interventions for Students With Severe Disabilities

“…This study moves towards using teacher implementers for research; however, this study did not include teachers in data collection or decision making. Sasso et al (1992) examined the accuracy of descriptive analysis and experimental analysis conducted by teachers with two students diagnosed with autism in two public school self-contained classrooms. For each student they used an alternating treatments design to identify the function of the challenging behavior using three methods: (a) functional analysis conducted by the authors, (b) descriptive analysis collected by the classroom teachers, and (c) functional analysis conducted by the classroom teachers.…”

“…Using a multiple baseline across settings (two tiers) design, the researchers showed that the intervention package was successful in decreasing the challenging behavior and increasing the appropriate behavior of each student. The authors concluded that teachers are able to successfully implement functional analysis technologies, that the intervention packages were successful in decreasing the problem behavior, and that teachers found these procedures to be socially acceptable (Sasso et al, 1992). Foster-Johnson, Ferro, and Dunlap (1994) extended this line of research by measuring the influence preference on the occurrence of problem and desirable behaviors of three students with moderate disabilities; however, they did not include a measure for accuracy of teacher implementation.…”

A Preliminary Analysis of the Effects of Coaching Feedback on Teacher Implementation Fidelity of First Step to Success

“…For example, functional behavior assessments have become more common in schools, particularly with regard to meeting the mandates of the Individuals with Disabilities Education Act (IDEA). Although it is unlikely that teachers would be called upon to conduct such assessments independently, they might well be involved in the process Sasso et al, 1992;. Further, a sound understanding of the benefits of functional assessment prior to intervention, along with some practical strategies for conducting such assessments, would likely be helpful to teachers who must routinely devise strategies for dealing with challenging behaviors in their classrooms.…”