The Effects of a Self-Instruction Package and Group Training on Trial-Based Functional Analysis Administration
Tóm tắt
This study examined the effects of a self-instruction package comprised of a task analysis data sheet, detailed written instructions, and a small group performance feedback training on the training of 12 undergraduate students to conduct trial-based functional analyses (TBFAs). In contrast to previous research, training omitted technical language and did not include didactic instruction on the principles of applied behavior analysis or the underlying rationale for functional analysis methodology. Although the self-instruction package produced significant increases in performance and reliable data collection on the targeted problem behavior, small group performance feedback training was necessary to achieve mastery across all trial types. Results offer a socially valid training package to teach paraprofessionals to assist Board Certified Behavior Analysts® in conducting TBFAs in applied settings.
Tài liệu tham khảo
Allen, K. D., & Warzak, W. J. (2002). The problem of parental non-adherence in clinical behavior analysis: Effective treatment is not enough. Journal of Applied Behavior Analysis, 33, 373–391. https://doi.org/10.1901/jaba.2000.33-373.
Anderson, D. C., Crowell, C. R., Hantula, D. A., & Siroky, L. M. (1988). Task clarification and individual performance posting for improving cleaning in a student-managed university bar. Journal of Organizational Behavior Management, 9, 523–548. https://doi.org/10.1300/j075v09n02_06.
Austin, J. L., Groves, E. A., Reynish, L. C., & Francis, L. L. (2015). Validating trial-based functional analysis in mainstream primary school classrooms. Journal of Applied Behavior Analysis, 48, 274–288.
Behavior Analyst Certification Board. (2014). Professional and ethical compliance code for behavior analysts. Littleton, CO: Author Retrieved April 1, 2019, from https://www.bacb.com/wp-content/uploads/BACB-Compliance-Code-english_190318.pdf.
Bloom, S. E., Iwata, B. A., Fritz, J. N., Roscoe, E. M., & Carreau, A. B. (2011). Classroom application of a trial-based functional analysis. Journal of Applied Behavior Analysis, 44, 19–32. https://doi.org/10.1901/jaba.2011.44-19.
Bloom, S. E., Lambert, J. M., Dayton, E., & Samaha, A. L. (2013). Teacher-conducted trial-based functional analyses as the basis for intervention. Journal of Applied Behavior Analysis, 46, 208–218. https://doi.org/10.1002/jaba.21.
Crowell, C. R., Anderson, D. C., Abel, D. M., & Sergio, J. P. (1988). Task clarification, performance feedback, and social praise: Procedures for improving the customer service of bank tellers. Journal of Applied Behavior Analysis, 21, 65–71. https://doi.org/10.1901/jaba.1988.21-65.
Davis, J. R., Ramana, E. P., & Capponi, D. R. (1989). Acceptability of behavioral staff management techniques. Behavioral Residential Treatment, 4, 23–44. https://doi.org/10.1002/bin.2360040104.
Desrochers, M. N., Hile, M. G., & Williams-Moseley, T. L. (1997). Survey of functional assessment procedures used with individuals who display mental retardation and severe problem behaviors. American Journal on Mental Retardation, 101, 535–546 Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/9083609.
Ellingson, S. A., Miltenberger, R. G., & Long, E. S. (1999). A survey of the use of functional assessment procedures in agencies serving individuals with developmental disabilities. Behavioral Interventions, 14, 187–198. https://doi.org/10.1002/(SICI)1099-078X(199910/12)14:4<187::AID-BIN38>3.0.CO;2-A.
English, C. L., & Anderson, C. M. (2004). Effects of familiar versus unfamiliar therapists on responding in the analog functional analysis. Research in Developmental Disabilities, 25, 39–55. https://doi.org/10.1016/j.ridd.2003.04.002.
Flynn, S. D., & Lo, Y. (2016). Teacher implementation of trial-based functional analysis and differential reinforcement of alternative behavior for students with challenging behavior. Journal of Behavioral Education, 25, 1–31. https://doi.org/10.1007/s10864-015-9231-2.
Graff, R. B., & Karsten, A. M. (2012). Evaluation of a self-instruction package for conducting stimulus preference assessments. Journal of Applied Behavior Analysis, 45, 69–82. https://doi.org/10.1901/jaba.2012.45-69.
Gravina, N., VanWagner, M., & Austin, J. (2008). Increasing physical therapy equipment preparation using task clarification, feedback and environmental manipulations. Journal of Organizational Behavior Management, 28, 110–122. https://doi.org/10.1080/01608060802100931.
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis, 27, 197–209. (Reprinted from Analysis and Intervention in Developmental Disabilities, 2, 3–20, 1982). https://doi.org/10.1901/jaba.1994.27-197.
Iwata, B. A., Wallace, M. D., Kahng, S., Lindberg, J. S., Roscoe, E. M., Connors, J., et al. (2000). Skill acquisition in the implementation of functional analysis methodology. Journal of Applied Behavior Analysis, 33, 181–194. https://doi.org/10.1901/jaba.2000.33-181.
Kazdin, A. E. (2011). Single-case research designs: Methods for clinical and applied settings (2nd ed.). New York, NY: Oxford University Press.
Kodak, T., Fisher, W. W., Paden, A., & Dickes, N. (2013). Evaluation of the utility of a discrete-trial functional analysis in early intervention classrooms. Journal of Applied Behavior Analysis, 46, 301–306. https://doi.org/10.1002/jaba.2.
Kunnavatana, S. S., Bloom, S. E., Samaha, A. L., & Dayton, E. (2013). Training teachers to conduct trial-based functional analyses. Behavior Modification, 37, 707–722. https://doi.org/10.1177/0145445513490950.
Kunnavatana, S. S., Bloom, S. E., Samaha, A. L., Lignugaris-Kraft, B., Dayton, E., & Harris, S. K. (2013). Using a modified pyramidal training model to teach special educators to conduct trial-based functional analyses. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 36, 267–285. https://doi.org/10.1177/0888406413500152.
Lambert, J. M., Bloom, S. E., Clay, C. J., Kunnavatana, S. S., & Collins, S. D. (2014). Training residential staff and supervisors to conduct traditional functional analyses. Research in Developmental Disabilities, 35, 1757–1765. https://doi.org/10.1016/j.ridd.2014.02.014.
Lambert, J. M., Bloom, S. E., & Irvin, J. (2012). Trial-based functional analysis and functional communication training in an early childhood setting. Journal of Applied Behavior Analysis, 45, 579–584. https://doi.org/10.1901/jaba.2012.45-579.
Lambert, J. M., Bloom, S. E., Kunnavatana, S. S., Collins, S. D., & Clay, C. J. (2013). Training residential treatment staff to conduct trial-based functional analyses. Journal of Applied Behavior Analysis, 46, 296–300. https://doi.org/10.1002/jaba.17.
Lambert, J. M., Lloyd, B. P., Staubitz, J. L., Weaver, E. S., & Jennings, C. M. (2014). Effect of an automated training presentation on pre-service behavior analysts’ implementation of trial-based functional analysis. Journal of Behavioral Education, 23, 344–367. https://doi.org/10.1007/s10864-014-9197-5.
LaRue, R. H., Lenard, K., Weiss, M. J., Bamond, M., Palmieri, M., & Kelley, M. E. (2010). Comparison of traditional and trial-based methodologies for conducting functional analyses. Research in Developmental Disabilities, 31, 480–487. https://doi.org/10.1016/j.ridd.2009.10.020.
Lloyd, B. P., Weaver, E. S., & Staubitz, J. L. (2016). A review of functional analysis methods conducted in public school classrooms settings. Journal of Behavioral Education, 25, 324–356. https://doi.org/10.1007/s10864-015-9243-y.
Lloyd, B. P., Wehby, J. H., Weaver, E. S., Goldman, S. E., Harvey, M. N., & Sherlock, D. R. (2015). Implementation and validation of trial-based functional analyses in public elementary school settings. Journal of Behavioral Education, 24, 167–195. https://doi.org/10.1007/s10864-014-9217-5.
Mirman, R. (1982). Sales management: An effective performance system. In R. M. O’Brien, A. M. Dickinson, & M. P. Rosow (Eds.), Individual behavior modification (pp. 159–182). New York, NY: Pergamon Press.
Moore, J. W., Edwards, R. P., Sterling-Turner, H. E., Riley, J., DuBard, M., & McGeorge, A. (2002). Teacher acquisition of functional analysis methodology. Journal of Applied Behavior Analysis, 35, 73–77. https://doi.org/10.1901/jaba.2002.35-73.
Phillips, K. J., & Mudford, O. C. (2008). Functional analysis skills training for residential caregivers. Behavioral Interventions, 23, 1–12. https://doi.org/10.1002/bin.252.
Rispoli, M., Burke, M. D., Hatton, H., Ninci, J., Zaini, S., & Sanchez, L. (2015). Training Head Start teachers to conduct trial-based functional analysis of challenging behavior. Journal of Positive Behavior Interventions, 17, 235–244. https://doi.org/10.1177/1098300715577428.
Rispoli, M., Neely, L., Healy, O., & Gregori, E. (2016). Training public school special educators to implement two functional analysis models. Journal of Behavioral Education, 25, 249–274. https://doi.org/10.1007/s10864-016-9247-2.
Rispoli, M., Ninci, J., Neely, L., & Zaini, S. (2014). A systematic literature review of trial-based functional analysis of challenging behavior. Journal of Developmental and Physical Disabilities, 26, 271–282. https://doi.org/10.1007/s10882-013-9363-z.
Roscoe, E. M., Phillips, K. M., Kelly, M. A., Farber, R., & Dube, W. V. (2015). A statewide survey assessing practitioners’ use and perceived utility of functional assessment. Journal of Applied Behavior Analysis, 48(4), 830–844. https://doi.org/10.1002/jaba.259.
Sarokoff, R. A., & Sturmey, P. (2004). The effects of behavioral skills training on staff implementation of discrete-trial teaching. Journal of Applied Behavior Analysis, 37(4), 535–538. https://doi.org/10.1901/jaba.2004.37-535.
Shapiro, M., Kazemi, E., Pogosjana, M., Rios, D., & Mendoza, M. (2016). Preference assessment training via self-instruction: A replication and extension. Journal of Applied Behavior Analysis, 49, 1–15. https://doi.org/10.1002/jaba.339.
Sigafoos, J., & Saggers, E. (1995). A discrete-trials approach to the functional analysis of aggressive behavior in two boys with autism. Australia & New Zealand Journal of Developmental Disabilities, 20, 287–297. https://doi.org/10.1080/07263869500035621.
Squires, J., Wilder, D. A., Fixsen, A., Hess, E., Rost, K., Curran, R., & Zonneveld, K. (2007). The effects of task clarification, visual prompts, and graphic feedback on customer greeting and up-selling in a restaurant. Journal of Organizational Behavior Management, 27, 1–13. https://doi.org/10.1300/j075v27n03_01.
Van Acker, R., Boreson, L., Gable, R., & Potterton, T. (2005). Are we on the right course? Lessons learned about current FBA/BIP practices in schools. Journal of Behavioral Education, 14, 35–56. https://doi.org/10.1007/s10864-005-0960-5.
Wallace, M. D., Doney, J. K., Mintz-Resudek, C. M., & Tarbox, R. E. (2004). Training educators to implement functional analyses. Journal of Applied Behavior Analysis, 37, 89–92. https://doi.org/10.1901/jaba.2004.37-89.
Ward-Horner, J., & Sturmey, P. (2012). Component analyses of behavior skills training in functional analysis. Behavior Interventions, 27, 75–92. https://doi.org/10.1002/bin.1339.
Wilson, C., Boni, N., & Hogg, A. (1997). The effectiveness of task clarification, positive reinforcement and corrective feedback in changing courtesy among police staff. Journal of Organizational Behavior Management, 17, 65–99. https://doi.org/10.1300/j075v17n01_04.