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.

Measuring Happiness Behavior in Functional Analyses of Challenging Behavior for Children with Autism Spectrum Disorder

2019 ◽  
pp. 014544551987867 ◽  
Author(s):  
Benjamin R. Thomas ◽  
Marjorie H. Charlop ◽  
Nataly Lim ◽  
Caitlyn Gumaer
Keyword(s):  
Autism Spectrum Disorder ◽  
Challenging Behavior ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Baseline ◽  
Experiment Study ◽  
Children With Asd ◽  
Functional Analyses

This two-experiment study assessed the utility of measuring happiness behavior (e.g., smiling and/or laughing) within functional analyses (FA) of challenging behavior, and using results to inform interventions for children with autism spectrum disorder (ASD). In Exp. 1, we concurrently measured happiness behavior within the trial-based FA’s of challenging behavior of four children with ASD. Results showed differentiation for both challenging behavior in test trials and happiness behavior within controls. In Exp. 2, we compared interventions based on challenging and happiness behavior from FA results for three of the participants, using a multiple-baseline across-participants design, with embedded reversals. Results suggested that interventions derived from measures of the children’s happiness behavior led to reductions challenging behavior that were similar to interventions informed by challenging behavior, and were also associated with increased happiness behavior. Taken together, these two experiments suggest that the measurement of children’s happiness behavior in FA of challenging behavior appears to be helpful in determining interventions for children with ASD.

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.

Understanding and Intervening With the Challenging Behavior of Young Children With Autism Spectrum Disorder

2003 ◽  
Vol 34 (3) ◽  
pp. 217-227 ◽  
Author(s):  
Pamelazita W. Buschbacher ◽  
Lise Fox
Keyword(s):  
Young Children ◽  
Positive Behavior Support ◽  
Challenging Behavior ◽  
Empirical Support ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Positive Behavior ◽  
Behavior Support ◽  
Young Children With Autism ◽  
Community Environments

Young children with autism and behavioral challenges are at great risk for lives that are characterized by social isolation and segregated placements. These restrictive placements often occur when the child’s challenging behavior interferes with successful adaptation in educational, therapeutic, and community environments. In this article, positive behavior support is described as a process that may be used to understand and intervene effectively with the challenging behavior of young children with autism. The article describes the history, empirical support, and implementation steps of positive behavior support. A case study is provided to illustrate successful application of the process.

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.

Functional analysis of challenging behavior in children with autism spectrum disorders: A summary of 10 cases

2010 ◽  
Vol 4 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Mark O’Reilly ◽  
Mandy Rispoli ◽  
Tonya Davis ◽  
Wendy Machalicek ◽  
Russell Lang ◽  
...  
Keyword(s):  
Functional Analysis ◽  
Autism Spectrum Disorders ◽  
Challenging Behavior ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorders

scholarly journals Autism Detection in Children by Combined Use of Gaze Preference and the M-CHAT-R in a Resource-Scarce Setting

2021 ◽  
Vol 51 (3) ◽  
pp. 994-1006
Author(s):  
Kelly Jensen ◽  
◽  
Sassan Noazin ◽  
Leandra Bitterfeld ◽  
Andrea Carcelen ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Early Screening ◽  
Resource Limited Settings ◽  
Children With Asd ◽  
Resource Limited ◽  
Combined Use ◽  
Better Than

AbstractMost children with autism spectrum disorder (ASD), in resource-limited settings (RLS), are diagnosed after the age of four. Our work confirmed and extended results of Pierce that eye tracking could discriminate between typically developing (TD) children and those with ASD. We demonstrated the initial 15 s was at least as discriminating as the entire video. We evaluated the GP-MCHAT-R, which combines the first 15 s of manually-coded gaze preference (GP) video with M-CHAT-R results on 73 TD children and 28 children with ASD, 36–99 months of age. The GP-MCHAT-R (AUC = 0.89 (95%CI: 0.82–0.95)), performed significantly better than the MCHAT-R (AUC = 0.78 (95%CI: 0.71–0.85)) and gaze preference (AUC = 0.76 (95%CI: 0.64–0.88)) alone. This tool may enable early screening for ASD in RLS.

scholarly journals Predictors of Coping With Expectation Violation: An Integrative Review

2021 ◽  
pp. 108926802110241
Author(s):  
Martin Pinquart ◽  
Adrian Rothers ◽  
Mario Gollwitzer ◽  
Zahra Khosrowtaj ◽  
Martin Pietzsch ◽  
...  
Keyword(s):  
Empirical Support ◽  
Healthy People ◽  
Personality Characteristics ◽  
Integrative Review ◽  
Present Review ◽  
Relative Impact ◽  
Situational Characteristics ◽  
Potential Impact ◽  
Better Than

The present review investigates factors that predict three processes that lead to persistence versus change of expectations after confrontation with expectation violations, based on the violated expectation (ViolEx) model and related models. We address four groups of predictors: (a) characteristics of the expectation, (b) characteristics of the expectation-violating event(s), (c) broader situational characteristics, and (d) personality characteristics. The bulk of studies conducted in this area looked at expectation change in the direction of the experienced violation (accommodation) as their central dependent variable. The strongest empirical support was found for accommodation being less likely and minimizing of the potential impact of the discrepant information (immunization) being more likely to occur (a) after the reality turns out to be worse rather than better than expected, (b) if disconfirming events are more ambiguous, and (c) if depressed rather than healthy people are confronted with better-than-expected events. Given the high heterogeneity between studies on assessed predictors, we recommend a more comprehensive and unifying approach that tests the relative impact and the interplay of the whole range of predictors across paradigms.

Sign in / Sign up

Export Citation Format

Share Document