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Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
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Progressing from initially ambiguous functional analyses: three case examples.

Jeffrey H Tiger1, Wayne W Fisher, Karen A Toussaint

  • 1Department of Psychology, Louisiana State University, Baton Rouge, LA 70803, United States. jtiger@lsu.edu

Research in Developmental Disabilities
|February 24, 2009
PubMed
Summary
This summary is machine-generated.

Modifying standard functional analyses helps identify the unique behavioral functions of problem behaviors. This leads to more effective, individualized treatments for individuals with complex behavioral needs.

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Area of Science:

  • Behavioral Science
  • Applied Behavior Analysis
  • Functional Analysis

Background:

  • Standard functional analysis (FA) methods, based on Iwata et al. (1982, 1994), are commonly used to assess problem behavior.
  • These methods involve manipulating motivating operations, discriminative stimuli, and reinforcement contingencies.

Observation:

  • Some individuals exhibit problem behaviors maintained by unique environmental antecedents and consequences.
  • Standard FA conditions may not detect these idiosyncratic behavioral functions, leading to undifferentiated results.

Findings:

  • This study presents three case examples where standard FA yielded undifferentiated outcomes.
  • Modifications to standard FA conditions, including novel test conditions, successfully identified the behavioral functions for these individuals.
  • Function-based treatments were subsequently implemented, demonstrating treatment effectiveness.

Implications:

  • Modifying FA protocols is crucial for accurately assessing individuals with complex behavioral presentations.
  • Tailoring assessment conditions enhances the identification of specific behavioral functions.
  • This approach facilitates the development of more effective, individualized function-based interventions.