Association for Behavior Analysis International

Between 10-15% of individuals diagnosed with developmental disabilities engage in self-injurious behavior ([SIB]; Kahng, Hausman, & Jann, 2011). Functional analyses are generally effective in identifying variables that maintain SIB (Iwata et al., 1994), which ultimately results in more effective interventions. Although functional analyses are highly effective at identifying the function of problem behavior, recent discussions have questioned its safety (Weeden, Mahoney, & Poling, 2010). It is unknown if functional analyses place individuals at risk of injury given that it is necessary to expose the individual to situations that may evoke SIB. Currently, there are no known estimates of the incidence of injury to individuals during the assessment process. The aim of the current study is to evaluate the frequency, type, and severity of injuries that occurred during the functional analysis of SIB. Preliminary data from six participants suggest that no injuries occurred during the functional analysis; however, 10 injuries were reported on the living unit during the same time period. These preliminary data suggest that, with adequate safety precautions in place, functional analyses may not place individuals at a greater risk of injury than exists in a typical living environment.

Functional assessment (FA) increasingly is recognized as best practice for students with behavioral challenges in schools. Although empirical studies using FA continue to be conducted primarily in clinical settings, studies documenting the use of FA in schools are increasing. This is important as school-based researchers and practitioners look to the literature to guide their practice. In this paper we present results of a review of the school-based FA literature. We reviewed only studies in which (1) the FA was conducted in a school, (2) data documenting results of the FA for individual students was available, and (3) the publication was peer-reviewed. Published studies between 1994 and 2010 were included. A total of 185 studies were identified, of those, 95 met inclusion criteria. Results will be presented documenting key features including population, target response, type of FA, hypothesized environment-behavior relations, whether an intervention was conducted, intervention components and link to operant function, whether the intervention was deemed effective and if functional control was established, and if generalization and/or maintenance were documented. We also documented whether fidelity was assessed. Results will be discussed in terms of current practice in school-based FA and implications for the field.

Experienced behavior analysts remotely coached parents to conduct functional analyses (FA) of problem behavior exhibited by their children using telehealth. We will be presenting data on 20 parent completed FAs. Participants were children who were 6-years-old or younger, had diagnosed autism spectrum disorders (ASD), and displayed problem behavior. Participating families went to a local Child Health Specialty Clinic (CHSC) room with teleconferencing equipment to be connected remotely to a teleconsultation center at a tertiary level hospital. a behavior consultant at the Center for Disabilities and Development at University of Iowa - Hospitals and Clinics (CDD) guided the parents on how to conduct a functional analysis. Participants lived an average of 15 miles from the local CHSC and an average of 222 miles from the CDD. All sessions were conducted by parents during weekly, one hour visits, with an average of 3.8 FA sessions per visit and an average of 4.8 visits per FA. Functional analyses were completed within a multielement design. A social function for problem behavior was identified for 18 of the 20 participants. Interrater agreement was assessed across approximately 30% of sessions and averaged over 90%. Results will be discussed in terms of challenges, safety, and next steps.