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Functional Analysis

1410 words - 6 pages

Moore, Edwards, Sterling-Turner, Riley, DuBard & McGuire (2002) continued to research the competencies in the educational fields. The authors conducted a study to train functional analysis skills to 3 elementary school teachers to be carried out with 3 students. The target behavior indicated was yelling out inappropriately during class time. All training took place in the classroom during planning time and the probes occurred in the same classroom during instructional sessions. The study utilized two analysis specifications as presented in the Iwata et al. (2000) which were attention and demand. The training protocols instituted were also similar in as in the Iwata et al. study. Each teacher was provided with written material to read and study one day before the initial simulated training and a quiz was given with 100% accuracy to ensure that each teacher understood the procedure. The teachers were then provided with direct feedback from Phase 1. Each teacher received praise for correct implementation of different sections. Protocols that the teacher did not implement consistency were discussed and the situations were role-played out. The simulated FA conditions were once again carried out. Teachers received direct feedback at the end of the Phase 2 training. During Phase 3 of the actual implementation of the FA classroom with the target student, and peer students, during instructional time the results showed that all 3 teachers reached an accuracy level exceeding 95%. Moore et al. concluded that the results suggest with adequate training teachers can develop the skills to implement an accurate FA within the classroom.
Lambert, Bloom, Kunnavatana, Collins, & Clay (2013) took this research one step further in developing a train-the-trainers model for the conducting of a functional analysis. This study hypothesized that supervisors of a residential service provider could train house managers to conduct FAs. The 6 supervisors were taught to perform trial-based FAs and then taught to train others to conduct trial-based FAs. All 6 supervisors were educated to a Masters level and 2 were Board Certified Behavior Analysts. The other 4 administrators had limited exposure to applied behavioral analysis (ABA). However, before engaging in the training for the house managers each had to establish “100% procedural fidelity, graphing accuracy, and data interpretation” after training on the FA methodology. All 9 house managers selected to participate held a high school diploma or a GED and they had no formal educational training in ABA or knowledge of to any type of FA. Nine adult residents who were diagnosed with a developmental disability participated. The target behaviors included swearing, screaming, mild forms of self-injurious behavior and property destruction. This study utilized research methodology similar to that of Iwata et al. (2000) and Moore et al. (2002). The FA assessment conditions were ignore, attention, tangible, and escape conditions. Prior...

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