On the Occurrence of Dangerous Problem Behavior during Functional Analysis: An Evaluation of 30 Applications

Functional analyses are often conducted by behavior analysts to understand the environmental variables contributing to an individual’s problem behavior to better inform treatment implementation. While functional analyses are integral for designing function-based interventions, they often arrange contingencies to evoke and reinforce dangerous problem behavior. In Study 1 we reviewed 22 functional analyses with open-contingency classes including non-dangerous topographies of problem behavior and we found that participants were more likely to exhibit the non-dangerous behavior in 82% of the applications. We then conducted a single-subject comparison of closed and open-contingency classes with four additional participants in Study 2. Our results suggest that the functional analyses with the open-contingency class reduced the likelihood of observing dangerous problem behavior.

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Trial-Based Functional Analyses With a Student Identified With an Emotional and Behavioral Disorder

Behavioral Disorders ◽

10.1177/0198742917719231 ◽

2017 ◽

Vol 43 (4) ◽

pp. 423-435 ◽

Cited By ~ 2

Author(s):

Timothy F. Flanagan ◽

Ruth M. DeBar

Keyword(s):

Functional Analysis ◽

Data Collection ◽

Problem Behavior ◽

Natural Environment ◽

Developmental Disorders ◽

Classroom Teacher ◽

Behavioral Disorder ◽

Emotional Behavioral Disorder ◽

Functional Analyses ◽

Collection Methods

A trial-based functional analysis (TBFA) offers several advantages beneficial for classroom settings. TBFA can be completed rapidly, requires fewer resources than traditional functional analyses (FAs), can occur in the natural environment during typically scheduled activities, and involves less intense data collection methods. However, a number of areas remain to be explored including whether TBFA can be applied to populations beyond those with developmental disorders and whether modifications typically employed in traditional FAs (e.g., idiosyncratic functions) can be applied to TBFA. The present study built upon existing research by completing TBFA with a student identified with an emotional behavioral disorder (EBD), modifying conditions to explore idiosyncratic variables that may be responsible for problem behavior, and including the classroom teacher during the TBFA.

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Do Functional Analyses Probe Learning Histories, Or Create Them? An Exploratory Investigation

American Journal on Intellectual and Developmental Disabilities ◽

10.1352/1944-7558-125.3.200 ◽

2020 ◽

Vol 125 (3) ◽

pp. 200-216

Author(s):

Joseph M. Lambert ◽

Nealetta J. Houchins-Juárez

Keyword(s):

Functional Analysis ◽

Construct Validity ◽

Problem Behavior ◽

Outpatient Clinic ◽

False Positive ◽

Exploratory Investigation ◽

Functional Analyses ◽

Positive Functions

Abstract During functional analysis (FA), therapists arrange contingencies between potential reinforcers and problem behavior. It is unclear whether this fact, in and of itself, facilitates problem behavior's acquisition of new (false-positive) functions. If problem behavior can come under the control of contingencies contrived between it and known reinforcers for which there is no direct history, then outcomes of reinforcer analysis (RA) should perfectly predict FA outcomes. This study evaluated the degree to which RA outcomes corresponded with FA outcomes for eight participants referred to a university-based outpatient clinic for problem behavior. For 75% (6 of 8) of participants, correspondence was imperfect. These findings appear to support the construct validity of contemporary interpretations of FA data.

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The Effects of Conducting a Functional Analysis on Problem Behavior in Other Settings: A Descriptive Study on Potential Interaction Effects

Behavior Modification ◽

10.1177/0145445517696052 ◽

2017 ◽

Vol 41 (5) ◽

pp. 609-625 ◽

Cited By ~ 2

Author(s):

Nathan A. Call ◽

Andrea R. Reavis ◽

Seth B. Clark ◽

Natalie A. Parks ◽

Tom Cariveau ◽

...

Keyword(s):

Functional Analysis ◽

Problem Behavior ◽

Descriptive Study ◽

Interaction Effects ◽

Potential Interaction ◽

Multiple Baseline ◽

Translational Study ◽

Functional Analyses

It has been suggested that reinforcing problem behavior during functional analyses (FAs) may raise ethical questions, such as resulting in an increase in problem behavior outside of FA sessions. The current translational study assessed whether conducting an FA resulted in increases in problem behavior outside of the FA setting for six participants using a nonconcurrent multiple baseline across participants design. The rate of problem behavior was measured outside the FA setting prior to and during an FA. Idiosyncratic results suggest that problem behavior outside of the FA setting may increase, decrease, or be unaffected by conducting an FA.

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