Functional analysis methodology is a powerful assessment tool for identifying contingencies that maintain a wide range of behavior disorders and for developing effective treatment programs. Nevertheless, concerns have been raised about the feasibility of conducting functional analyses in typical service settings. In this study, we examined the issue of skill acquisition in implementing functional analyses by evaluating an instructional program designed to establish a basic set of competencies. Eleven undergraduate students enrolled in a laboratory course in applied behavior analysis served as participants. Their performance was assessed during scripted simulations in which they played the roles of "therapists" who conducted functional analyses and trained graduate students played the roles of "clients" who emitted self-injurious and destructive behaviors. To approximate conditions under which an individual might conduct an assessment with limited prior training, participants read a brief set of materials prior to conducting baseline sessions. A multiple baseline design was used to assess the effects of training, which consisted of reading additional materials, watching a videotaped simulation demonstrating correct procedural implementation, passing a written quiz, and receiving feedback on performance during sessions. Results showed that participants scored a relatively high percentage of correct therapist responses during baseline, and that all achieved an accuracy level of 95% or higher following training that lasted about 2 hr. These results suggest that basic skills for conducting functional analyses can be acquired quickly by individuals who have relatively little clinical experience.

Skill acquisition in the implementation of functional analysis methodology.

https://digitalcommons.lsu.edu/cgi/viewcontent.cgi?article=7854&context=gradschool_disstheses

Questions about behavioral function (QABF): a behavioral checklist for functional assessment of aberrant behavior.

Functional analysis (FA) methodology is a well-established standard for assessment in applied behavior analysis research Although used less commonly in clinical (nonresearch) application, the basic components of an FA can be adapted easily in many situations to facilitate the treatment of problem behavior This article describes practical aspects of FA methodology and suggests ways that it can be incorporated into routine clinical work

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Clinical Application of Functional Analysis Methodology

Under the 1997 Individuals with Disabilities Education Act, schools have a legal obligation to conduct functional behavior assessments (FBAs) when developing intervention plans for students with di...

Using Functional Behavior Assessment in General Education Settings: Making a Case for Effectiveness and Efficiency:

To gather information about the functional behavior assessment (FBA) methods behavior analysts use in practice, we sent a web-based survey to 12,431 behavior analysts certified by the Behavior Analyst Certification Board. Ultimately, 724 surveys were returned, with the results suggesting that most respondents regularly use FBA methods, especially descriptive assessments. Moreover, the data suggest that the majority of students are being formally taught about the various FBA methods and that educators are emphasizing the range of FBA methods in their teaching. However, less than half of the respondents reported using functional analyses in practice, although many considered descriptive assessments and functional analyses to be the most useful FBA methods. Most respondents reported using informant and descriptive assessments more frequently than functional analyses, and a majority of respondents indicated that they "never" or "almost never" used functional analyses to identify the function of behavior.

A survey of functional behavior assessment methods used by behavior analysts in practice

The Motivation Assessment Scale was submitted to several variations of reliability analysis. Internal consistency was found to be superior to interrater reliability. Difference score reliability was insufficient to permit profile analysis.

Lisa Connelly

Papers

Reliability analysis of the motivation assessment scale.