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

Joseph M Lambert1, Nealetta J Houchins-Juárez1

  • 1Joseph M. Lambert and Nealetta J. Houchins-Juárez, Vanderbilt University.

American Journal on Intellectual and Developmental Disabilities
|May 2, 2020
PubMed
Summary

Functional analysis (FA) may inadvertently teach problem behaviors new functions. Reinforcer analysis (RA) outcomes did not perfectly predict FA outcomes for most participants, supporting current FA interpretations.

Keywords:
divergent construct validityfalse positivefunctional analysisproblem behaviorreinforcer analysis

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Area of Science:

  • Behavior Analysis
  • Clinical Psychology
  • Applied Behavior Analysis

Background:

  • Functional analysis (FA) involves creating contingencies between problem behaviors and potential reinforcers.
  • The potential for FA itself to inadvertently establish new functions for problem behaviors (false positives) is not well understood.
  • If reinforcer analysis (RA) perfectly predicts FA outcomes, it suggests FA does not create false-positive functions.

Purpose of the Study:

  • To evaluate the correspondence between reinforcer analysis (RA) and functional analysis (FA) outcomes.
  • To determine if problem behavior can acquire new functions solely through contrived contingencies in FA.
  • To assess the construct validity of current interpretations of FA data.

Main Methods:

  • Eight participants with problem behaviors at a university clinic were assessed.
  • Reinforcer analysis (RA) outcomes were compared with functional analysis (FA) outcomes for each participant.
  • The degree of correspondence between RA and FA results was statistically evaluated.

Main Results:

  • For 75% (6 of 8) of participants, the outcomes of RA and FA were not perfectly aligned.
  • Imperfect correspondence suggests that FA contingencies may influence the function of problem behavior.
  • This finding indicates that problem behavior may acquire new functions during the FA process.

Conclusions:

  • The study's findings support the construct validity of contemporary interpretations of functional analysis (FA) data.
  • Results suggest that FA procedures may contribute to the acquisition of false-positive functions in problem behavior.
  • Further research is needed to refine FA methodologies and minimize potential confounds.