scholarly journals Concurrent validity of Open‐Ended Functional Assessment Interviews with functional analysis

2021 ◽  
Author(s):  
Komlantse M. Gossou ◽  
Marc J. Lanovaz ◽  
Antonia R. Giannakakos‐Ferman
Keyword(s):  
Functional Analysis ◽  
Functional Assessment ◽  
Concurrent Validity

scholarly journals Concurrent Validity of Functional Analysis, ABC Narrative Recordings, and Open-Ended Functional Assessment Interviews

2020 ◽  
Author(s):  
Komlantse M. Gossou ◽  
Marc Lanovaz ◽  
Antonia Giannakakos
Keyword(s):  
Functional Analysis ◽  
Functional Assessment ◽  
Challenging Behavior ◽  
Concurrent Validity ◽  
Empirical Support ◽  
Children With Autism ◽  
Assessment Interview ◽  
Functional Analyses ◽  
Independent Behavior ◽  
Better Than

ABC narrative recordings and Open-Ended Functional Assessment Interviews have limited empirical support for their concurrent validity with functional analysis. To address this issue, we conducted a study wherein 187 independent behavior analysts relied on data collected using ABC recordings and Open-Ended Functional Assessment Interviews to identify the function of challenging behavior in four children with autism. Then, we compared the results of their analyses with those of a traditional functional analysis. The analyses of the ABC recordings and of the Open-End Functional Assessment Interviews matched those of the functional analyses in 47% and 71% of cases, respectively. These findings suggest that the Open-Ended Functional Assessment Interview may perform better than the ABC narrative recording to develop hypotheses on the functions of challenging behavior.

Republication of “Functional Analysis of Classroom Variables for Students with Emotional and Behavioral Disorders”

2018 ◽  
Vol 43 (2) ◽  
pp. 322-336 ◽  
Author(s):  
Glen Dunlap ◽  
Lee Kern ◽  
Maria dePerczel ◽  
Shelley Clarke ◽  
Diane Wilson ◽  
...  
Keyword(s):  
Functional Analysis ◽  
Behavioral Disorders ◽  
Functional Assessment ◽  
Assessment Process ◽  
Behavioral Support ◽  
Target Behaviors ◽  
Classroom Activities ◽  
School Programs ◽  
Functional Analyses ◽  
Improved Methods

Functional assessment and functional analysis are processes that have been applied successfully in work with people who have developmental disabilities, but they have been used rarely with students who experience emotional or behavioral disorders. In the present study, five students in elementary school programs for severe emotional disturbance participated in a comprehensive functional assessment process designed to yield a useful understanding of their desirable and undesirable behaviors. Interviews, record reviews, and direct classroom observations led to the development of individualized hypotheses regarding relationships between classroom events and the occurrence of target behaviors. Subsequently, direct manipulations (i.e., functional analyses) were conducted to test each of the hypotheses in the context of regularly-occurring classroom activities. These analyses demonstrate important influences that certain classroom variables can exert over individual student’s behavior. The process and results are discussed with regard to the need for improved methods for understanding student responding, and the benefits that functional assessment can offer programs of educational and behavioral support.

A Comparison of Methods for the Functional Assessment of Stereotypic Behavior

1992 ◽  
Vol 17 (2) ◽  
pp. 77-86 ◽  
Author(s):  
Jacqueline Crawford ◽  
Becky Brockel ◽  
Scott Schauss ◽  
Raymond G. Miltenberger
Keyword(s):  
Functional Analysis ◽  
Mental Retardation ◽  
Direct Observation ◽  
Functional Assessment ◽  
Assessment Methods ◽  
Sensory Function ◽  
Stereotypic Behavior ◽  
Assessment Procedure ◽  
Comparison Of Methods ◽  
Experimental Conditions

Three functional assessment methods were conducted with four adults with severe to profound mental retardation who exhibited stereotypic behavior. We compared the results of an informant assessment using the MAS, an A-B-C direct observation assessment, and a functional analysis in which variables were manipulated in four experimental conditions. The results of the A-B-C observations and the MAS indicated a sensory function of the stereotypic behavior for all subjects. The functional analysis results were more ambiguous, with a different pattern of results for each subject. These results are discussed with regard to the practicality and utility of each functional assessment procedure conducted in an applied setting.

Concurrent Validity of the Functional Assessment of Chronic Illness Therapy-Fatigue: A Study of Individuals with a Variety of Cancer Diagnoses

2013 ◽  
Vol 31 (3) ◽  
pp. 14-18
Author(s):  
Gregory Roskovensky ◽  
Carli Braun ◽  
Elizabeth Roth ◽  
Diane Galvin ◽  
Mary Fisher-Bornstein ◽  
...  
Keyword(s):  
Chronic Illness ◽  
Functional Assessment ◽  
Concurrent Validity ◽  
Chronic Illness Therapy

Functional Analysis of Classroom Variables for Students with Emotional and Behavioral Disorders

1993 ◽  
Vol 18 (4) ◽  
pp. 275-291 ◽  
Author(s):  
Glen Dunlap ◽  
Lee Kern ◽  
Maria Deperczel ◽  
Shelley Clarke ◽  
Diane Wilson ◽  
...  
Keyword(s):  
Functional Analysis ◽  
Behavioral Disorders ◽  
Functional Assessment ◽  
Assessment Process ◽  
Behavioral Support ◽  
Target Behaviors ◽  
Classroom Activities ◽  
School Programs ◽  
Functional Analyses ◽  
Improved Methods

Functional assessment and functional analysis are processes that have been applied successfully in work with people who have developmental disabilities, but they have been used rarely with students who experience emotional or behavioral disorders. In the present study, five students in elementary school programs for severe emotional disturbance participated in a comprehensive functional assessment process designed to yield a useful understanding of their desirable and undesirable behaviors. Interviews, record reviews, and direct classroom observations led to the development of individualized hypotheses regarding relationships between classroom events and the occurrence of target behaviors. Subsequently, direct manipulations (i.e., functional analyses) were conducted to test each of the hypotheses in the context of regularly-occurring classroom activities. These analyses demonstrate important influences that certain classroom variables can exert over individual student's behavior. The process and results are discussed with regard to the need for improved methods for understanding student responding, and the benefits that functional assessment can offer programs of educational and behavioral support.

Reliability and Validity of the Functional Assessment Rating Scale

1999 ◽  
Vol 84 (2) ◽  
pp. 389-391 ◽  
Author(s):  
Robert C. Schwartz
Keyword(s):  
Construct Validity ◽  
Functional Assessment ◽  
Concurrent Validity ◽  
Rating Scale ◽  
Reliability And Validity ◽  
Mental Illnesses ◽  
Interrater Agreement ◽  
Psychiatric Symptomatology ◽  
Schizophrenic Patients ◽  
Test Retest Reliability

The Functional Assessment Rating Scale was developed as a measure of psychiatric symptomatology and psychosocial impairments. This study was designed to report estimates of reliability and validity with a population of schizophrenic patients. The scale showed very good interrater agreement, test-retest reliability, construct validity, and concurrent validity, so the scale seems a useful measure of psychopathology which may be used to assess and monitor patients displaying severe mental illnesses.

scholarly journals Analytical-Behavioral Therapy for Modification of Trichotillomania Behavior

2018 ◽  
Vol 27 (4) ◽  
pp. 570
Author(s):  
Gina Nolêto Bueno ◽  
Kassia Chalon Águes
Keyword(s):  
Functional Analysis ◽  
Problem Behavior ◽  
Functional Assessment ◽  
Behavior Problem ◽  
Behavioral Therapy ◽  
Emotional Responses ◽  
Final Evaluation ◽  
Target Behavior ◽  
Alternative Behaviors

This study aimed to identify the elicitors of trichotillomania problem-behavior of a participant, to design a behavior analytic intervention. It also aimed to control the target behavior and the negative emotional responses background trichotillomania, and to train alternative behaviors. The program consisted on phases: functional assessment, experimental functional analysis and final evaluation. Results: reduction of behavior-problem and the negative emotional responses. Terapia Analítico-Comportamental na Modificação do Comportamento de Tricotilomania Este estudo objetivou identificar os eliciadores do comportamento-problema tricotilomania de uma participante, para delinear uma intervenção analítico-comportamental. Objetivou também favorecer o controle do comportamento-alvo, das respostas emocionais negativas antecedentes à tricotilomania, e treinar comportamentos alternativos. O programa compôs-se das fases: avaliação funcional, análise funcional experimental e avaliação final. Resultados obtidos: redução de ocorrência do comportamento-problema e das respostas emocionais negativas.

CONCURRENT VALIDITY OF THE FUNCTIONAL ASSESSMENT OF CHRONIC ILLNESS THERAPY-FATIGUE (FACIT-F): A STUDY OF INDIVIDUALS WITH A VARIETY OF CANCER DIAGNOSES

2013 ◽  
Vol 31 (1) ◽  
pp. 55
Author(s):  
L. K. Murray ◽  
G. Roskovensky ◽  
C. Braun ◽  
E. Roth ◽  
Fisher M. Bornstein ◽  
...  
Keyword(s):  
Chronic Illness ◽  
Functional Assessment ◽  
Concurrent Validity ◽  
Chronic Illness Therapy

Concurrent Validity of the Global Assessment of Functioning Scale for Clients with Schizophrenia

2007 ◽  
Vol 100 (2) ◽  
pp. 571-574 ◽  
Author(s):  
Robert C. Schwartz
Keyword(s):  
Regression Analysis ◽  
Functional Assessment ◽  
Concurrent Validity ◽  
Global Assessment ◽  
Rating Scale ◽  
Psychotic Symptoms ◽  
Global Assessment Of Functioning ◽  
Global Functioning ◽  
Gaf Scores ◽  
Danger To Others

Although the Global Assessment of Functioning (GAF) scale is a widely utilized instrument, little data on construct validity is available about its use with clients having schizophrenia. This study compared point-specific GAF scores with concurrent ratings of symptomatology and social and occupational impairments using the Functional Assessment Rating Scale (Ward & Dow, 1994). A linear multiple regression analysis of empirical data from investigations of clients' global functioning showed that increased work and school-related problems, danger to others, and psychotic symptoms predicted lower GAF scores. In general, GAF scores seem to reflect the construct of global psychological, social, and occupational functioning that the scale was designed to measure.

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