Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.

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39th Annual Convention; Minneapolis, MN; 2013

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Symposium #362
Novel Extensions in the Assessment of Challenging Behaviors
Monday, May 27, 2013
3:00 PM–4:20 PM
200 A-B (Convention Center)
Area: PRA/DDA; Domain: Applied Research
Chair: Todd G. Kopelman (University of Iowa Hospitals and Clinics)
Discussant: Mark O'Reilly (University of Texas at Austin)
Abstract:

Identification of the occurrence of challenging behaviors is a critical step in the development of effective behavioral interventions. This symposium will highlight three studies that each attempted to extend traditional assessment of challenging behaviors. In the first paper, Suess and colleagues will describe the outcomes from a study in which in-home functional analyses were conducted via telehealth with young children with autism who engaged in challenging behaviors. Data to be reviewed includes the amount of time needed to identify function and the percentage of children in which a function was identified. Fodstad and colleagues will describe the results of a multi-year project in which very young children with autism who were identified as at-risk for engaging in self-injurious behavior were observed. Findings regarding the frequency and duration of self-injury and the relationship between problem behavior and communication will be described. In the third talk, Yassine and colleagues will describe the validity and reliability of The Indirect Functional Assessment. The psychometric properties of the Indirect Functional Assessment will be described in comparison to other commonly used indirect, direct, and experimental analyses of behavior. Dr. Mark OReilly, Ph.D., will serve as the discussant for this symposium.

 

Early Course and Progression of Self-Injurious Behavior in Young Children With Autism

Patricia F. Kurtz (Kennedy Krieger Institute), JILL FODSTAD (Louisiana State University), Michelle D. Chin (Kennedy Krieger Institute), John M. Huete (Kennedy Krieger Institute)
Abstract:

Prevalence studies have reported that 35.8% to 64.3% of children with autism display behavior problems (Holden & Gitlesen, 2006; Murphy, Healy, & Leader, 2009). More specifically, approximately 50% of children and adolescents with autism engage in some form of self-injurious behavior (SIB), which often persists into adulthood (Baghdadli, Pascal, Grisi, & Aussilloux, 2003; McTiernan, Leader, Healy, Mannion, 2011). While prior studies have considered autism as a risk factor for SIB, to date no studies have used direct observation to document the emergence and early progression of SIB in young children with autism. In the present study, 6 youngsters with autism who displayed early signs of SIB were observed with parents during quarterly home visits across a 2-year period. Direct observation data were collected on child SIB, other problem behaviors, child communication, and parent responses to child behavior. Standardized measures and parent report were also used to measure child behavior and communication. Five of the six (83%) children continued to exhibit SIB two years later, in most cases with increasing severity. Those participants who had higher rates of SIB generally had lower rates of communication. Results are discussed in regards to the importance of early identification and treatment of SIB and other behavior problems exhibited by young children with autism.

 

Reliability and Validity Analysis of the Indirect Functional Assessment

JORDAN YASSINE (California State University, Los Angeles), Michele D. Wallace (California State University, Los Angeles), Mei Ling Joey Chen (California State University, Los Angeles)
Abstract:

The first step in identifying behavioral function related to problem behavior is the implementation of an anecdotal assessment. A number of structured assessments have been developed (e.g., MAS, QABF, FAST, etc.). One common problem has been their poor reliability and validity. In an effort to overcome these limitations, the Indirect Functional Assessment was developed utilizing psychometric methodologies and evaluated in an analog analysis (Christensen et al., 2002). However, up until now it had not been evaluated in practice. In the current study, graduate students enrolled in a fieldwork class participated. One of the requirements for the class is to complete a Functional Behavioral Assessment utilizing two indirect assessments across two informants, a descriptive assessment, and a functional analysis. Both reliability and validity analyses were conducted across these assessments. Results demonstrate high inter-rater reliability of the IFA, strong reliability with the FAST, good reliability with the descriptive assessment, and strong validity as measured by agreement of function with the functional analysis. Implications and future directions will be discussed.

 

Assessment of Challenging Behavior by Parents via In-Home Telehealth Assessment of Challenging Behavior by Parents via In-Home Telehealth

ALYSSA N. SUESS (University of Iowa), David P. Wacker (University of Iowa), Todd G. Kopelman (University of Iowa Hospitals and Clinics), Scott D. Lindgren (University of Iowa), John F. Lee (University of Iowa), Patrick Romani (University of Iowa), Shannon Dyson (University of Iowa )
Abstract:

The current investigation evaluated the effects of conducting functional analyses (FA) via in-home telehealth. All participants were between the ages of 18 months and 6 years and 11 months, had an Autism Spectrum Disorder (ASD) diagnosis, and engaged in challenging behavior (e.g., self-injurious behavior, aggression, and property destruction). FA sessions were conducted by parents in their homes during 1-hour of weekly consultation from the experimenters located at the University of Iowa Hospitals and Clinics. To date, 11 FAs have been completed by the parents. On average, five 1-hour consultation visits were needed to complete the FA with an average of 18 FA sessions conducted. Social functions were identified for every child; six tangible functions and five tangible plus escape functions based on the criterion developed by Hagopian et al. (1997). All FAs were conducted within multielement designs. The group data suggest that in-home telehealth is a viable methodology to assess challenging behaviors. A further description of the procedures used in the investigation and a summary of group data will be presented.

 

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