Trial-based Functional Analyses Research Articles

Telehealth replication of the trial-based ongoing visual-inspection criteria.

Trial-based functional analyses are valid assessments for identifying functions of problem behavior; however, there is little guidance in the literature on interpreting the resultant data from such assessments. The current study sought to extend Standish, Bailey, et al. (2021) by incorporating their trial-based ongoing visual-inspection criteria into a formative assessment process during a telehealth-based consultation for parents seeking treatment for their child's problem behavior. The results showed that parent-implemented trial-based functional analyses guided by the trial-based ongoing visual-inspection criteria resulted in an efficient assessment-to-intervention progression and that the treatments were both effective and socially valid.

Training Teachers to Conduct Trial-Based Functional Analyses via Telehealth

Training Teachers to Conduct Trial-Based Functional Analyses via Telehealth

An evaluation of trial-based functional analyses of inappropriate mealtime behavior.

Functional analyses allow clinicians to develop treatment targeting the variables maintaining a child's inappropriate mealtime behavior (Bachmeyer et al., 2019). Extended functional analyses can be inefficient, potentially delaying the onset of treatment. Researchers have suggested a trial-based functional analysis can increase assessment efficiency (Saini, Fisher, et al., 2019). This study compared trial-based functional analyses to extended functional analyses to determine the variables maintaining inappropriate mealtime behavior. We compared the efficiency and acceptability and evaluated treatments informed by the analyses. Exact correspondence between analyses was low (29%); however, most treatments indicated by the trial-based functional analyses (80%) resulted in improvements in the child's target behavior. The trial-based functional analysis required 71% less time than the extended functional analysis, and caregivers found analyses equally acceptable. Future researchers should continue refining trial-based functional analysis procedures to provide an efficient assessment that leads to efficacious treatment.

Partially Automated Training for Implementing, Summarizing, and Interpreting Trial-Based Functional Analyses.

Trial-based functional analysis (TBFA) is an accurate and ecologically valid assessment of challenging behavior. Further, there is evidence to suggest that individuals with minimal exposure to behavior analytic assessment methodology (e.g., parents, teachers) can quickly be trained to conduct TBFAs in naturalistic settings (e.g., schools, homes). Notwithstanding, the response effort associated with training development can be prohibitive and may preclude incorporation of TBFA into practice. To address this, we developed a partially automated training package, intended to increase the methodology’s accessibility. Using a multiple-probe across skills design, we assessed the degree to which the package increased caregiver accuracy in (a) implementing TBFAs, (b) interpreting TBFA outcomes, and (c) managing TBFA data. Six caregivers completed this study and all demonstrated proficiency following training, first during structured roleplays and again during assessment of their child’s actual challenging behavior.

Evaluating the Effects of Computer-Based Instruction on Trial-Based Functional Analyses Procedures.

Children who engage in problem behavior are often educated in the public schools. A trial-based functional analysis (TBFA) is an experimental functional analysis whereby conditions are embedded into scheduled activities of the school day to identify environmental variables responsible for problem behavior. To be included in this process, it is important that staff are trained effectively and efficiently. Computer-based instruction (CBI) offers several advantages as a staff training tool including less training time, less required supervision, and permits self-paced and individualized training. The efficacy of CBI on procedures of TBFA to practitioners remains unknown. We evaluated the efficacy of CBI teaching procedures of TBFA with 20 practitioners. Results indicate that CBI is an effective and efficient staff training procedure as post-test scores increased following the CBI training across participants with a mean training duration of less than an hour. Three practitioners successfully implemented four conditions of a TBFA with a confederate following CBI training. Following completion of the study, respondents ranked procedures of the CBI as socially valid.

Measuring Happiness Behavior in Functional Analyses of Challenging Behavior for Children with Autism Spectrum Disorder.

This two-experiment study assessed the utility of measuring happiness behavior (e.g., smiling and/or laughing) within functional analyses (FA) of challenging behavior, and using results to inform interventions for children with autism spectrum disorder (ASD). In Exp. 1, we concurrently measured happiness behavior within the trial-based FA's of challenging behavior of four children with ASD. Results showed differentiation for both challenging behavior in test trials and happiness behavior within controls. In Exp. 2, we compared interventions based on challenging and happiness behavior from FA results for three of the participants, using a multiple-baseline across-participants design, with embedded reversals. Results suggested that interventions derived from measures of the children's happiness behavior led to reductions challenging behavior that were similar to interventions informed by challenging behavior, and were also associated with increased happiness behavior. Taken together, these two experiments suggest that the measurement of children's happiness behavior in FA of challenging behavior appears to be helpful in determining interventions for children with ASD.

Teacher-Implemented Trial-Based Functional Analyses with Students with Emotional/Behavioral Disorders

The utility of trial-based functional analysis (TBFA) in classrooms has been demonstrated. Few investigations have explored TBFA with individuals with emotional behavior disturbances, included modifications to conditions, evaluated results of interventions derived from TBFA, or compared the results of TBFA with a brief functional analysis (BFA). We attempted to address these limitations by (a) comparing results from TBFA and BFA; (b) incorporating modified functional analysis conditions to assess idiosyncratic contingencies; and (c) evaluating the outcomes of function-based interventions derived from functional analysis results. A multi-element design was used to compare interventions derived. Results show that TBFA can be applied to those identified with EBD, conditions can be modified successfully, teachers can be trained to implement procedures across assessments with efficiency, and that few trials were abandoned. Social validity was assessed pre-and post-intervention and results indicated increased acceptability and willingness to carry out the TBFA procedures.

The Effects of a Self-Instruction Package and Group Training on Trial-Based Functional Analysis Administration.

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.

Evaluation of a Performance Management Intervention to Increase Use of Trial-Based Functional Analyses by Clinicians in a Residential Setting for Adults with Intellectual Disabilities.

We evaluated the effects of a performance management package on the implementation of trial-based functional analyses (TBFAs) by 6 clinical supervisors working in a large agency providing residential and day-program services to approximately 800 adolescents and adults with intellectual disabilities across 2 states using remote methods. Implementation of TBFAs increased for 5 of the 6 participants following introduction of the treatment package.

An Initial Evaluation of Trial-Based Functional Analyses of Inappropriate Mealtime Behavior

Treatment of inappropriate mealtime behavior (IMB) should involve a functional analysis to determine variables maintaining the target behaviors. The purpose of the present study was to evaluate the trial-based functional analysis of IMB and assess correspondence of the results with a traditional functional analysis. The participants were two boys, ages 3 and 5 years old, diagnosed with developmental disabilities. A trial-based functional analysis and traditional analogue functional analysis of IMB were conducted with each participant, with the order of functional analyses counterbalanced across participants. The trial-based functional analysis resulted in differentially higher levels of IMB in one or more test conditions, indicating a social function of IMB for both participants. In addition, the results of the trial-based and traditional functional analysis corresponded for both participants. The subsequent function-based intervention, developed based on the results of the trial-based functional analysis, was associated with a decrease in IMB and an increase in appropriate feeding behaviors for both participants. The results of this study provide initial support for the use of trial-based functional analysis to assess the function of IMB.

Trial-Based Functional Analyses With a Student Identified With an Emotional and Behavioral Disorder

A trial-based functional analysis (TBFA) offers several advantages beneficial for classroom settings. TBFA can be completed rapidly, requires fewer resources than traditional functional analyses (FAs), can occur in the natural environment during typically scheduled activities, and involves less intense data collection methods. However, a number of areas remain to be explored including whether TBFA can be applied to populations beyond those with developmental disorders and whether modifications typically employed in traditional FAs (e.g., idiosyncratic functions) can be applied to TBFA. The present study built upon existing research by completing TBFA with a student identified with an emotional behavioral disorder (EBD), modifying conditions to explore idiosyncratic variables that may be responsible for problem behavior, and including the classroom teacher during the TBFA.

Trial-based functional analyses as basis for elopement intervention.

Few studies have connected functional analysis (FA) outcomes to function-based interventions for elopement. We conducted 2 trial-based FAs of the elopement of a 10-year-old boy diagnosed with autism. During the first, latency-to-elopement was the primary dependent variable. During the second, we tra

Using trial-based functional analysis to design effective interventions for students diagnosed with autism spectrum disorder.

Functional behavior assessments and function-based interventions are effective methods for addressing the challenging behaviors of children; however, traditional functional analysis has limitations that impact usability in applied settings. Trial-based functional analysis addresses concerns relating to the length of time, level of expertise required, and the contrived nature of functional analyses conducted in analogue settings. The current study expanded on previous research by assessing the function of challenging behaviors for 3 early childhood education students with autism spectrum disorder through trial-based functional analyses within an educational setting. The study also evaluated the outcomes of corresponding individualized function-based interventions for the students, all of which resulted in decreases in problem behaviors and increases in classroom engagement. Implications for practice include the feasibility of using trial-based functional analysis to inform intervention design within applied settings. (PsycINFO Database Record

Evaluating the Accuracy of Results for Teacher Implemented Trial-Based Functional Analyses

Trial-based functional analysis (TBFA) allows for the systematic and experimental assessment of challenging behavior in applied settings. The purposes of this study were to evaluate a professional development package focused on training three Head Start teachers to conduct TBFAs with fidelity during ongoing classroom routines. To assess the accuracy of the TBFA results, the effects of a function-based intervention derived from the TBFA were compared with the effects of a non-function-based intervention. Data were collected on child challenging behavior and appropriate communication. An A-B-A-C-D design was utilized in which A represented baseline, and B and C consisted of either function-based or non-function-based interventions counterbalanced across participants, and D represented teacher implementation of the most effective intervention. Results showed that the function-based intervention produced greater decreases in challenging behavior and greater increases in appropriate communication than the non-function-based intervention for all three children.

Validating trial-based functional analyses in mainstream primary school classrooms.

There is growing evidence to support the use of trial-based functional analyses, particularly in classroom settings. However, there currently are no evaluations of this procedure with typically developing children. Furthermore, it is possible that refinements may be needed to adapt trial-based analyses to mainstream classrooms. This study was designed to expand the trial-based functional analysis literature by implementing the procedure in 2 mainstream primary school classrooms and validating the analysis through comparison of multiple treatment options, including some that were not indicated by the functional analysis. We also extended the procedure by including a peer-attention condition and obtaining data from teachers regarding the feasibility of the procedures. For all participants, functional analysis results helped to identify effective treatments. Furthermore, relative effects among treatments were accurately predicted by the functional analysis outcomes. Teachers reported that they understood the logic of functional analysis and found both analysis and treatment procedures to be easy and effective.

Implementation and Validation of Trial-Based Functional Analyses in Public Elementary School Settings

Although functional analysis (FA) remains the standard for identifying the function of problem behavior for students with developmental disabilities, traditional FA procedures are typically costly in terms of time, resources, and perceived risks. Preliminary research suggests that trial-based FA may be a less costly alternative. The purpose of this study was to add to the burgeoning evidence on trial-based FA. Working with students with disabilities, school-based paraprofessionals conducted trial-based FAs for four students with developmental disabilities emitting high-frequency problem behavior. We then conducted brief contingency reversals to assess validity of hypotheses derived from the trial-based FA. Results of the present study add to the small but growing evidence base validating the trial-based FA as a practical and flexible alternative to the standard FA in school settings.

A Systematic Review of Trial-Based Functional Analysis of Challenging Behavior

Trial-based functional analysis of challenging behavior is a variation of traditional functional analysis and is gaining attention in empirical research. The purpose of this paper is to systematically review peer-reviewed studies which implemented trial-based functional analyses of challenging behavior. Systematic searches of electronic databases, journals, citations of a seminal study, and reference lists resulted in 13 studies included in this review. Studies were summarized in terms of (a) participant characteristics, (b) target challenging behavior(s), (c) TBFA characteristics, (d) TBFA outcomes, and (e) a description of the function-based intervention applied (if applicable). Across these 13 studies, 36 full trial-based functional analyses were conducted, 47 participants were included, and 14 topographies of challenging behavior were assessed. Trial-based functional analyses were implemented in classroom and home settings and were implemented by teachers, service providers, or researchers. Trial-based functional analysis appears to be a promising means of assessing challenging behavior in applied settings and deserves continued attention in empirical research.

Using a Modified Pyramidal Training Model to Teach Special Education Teachers to Conduct Trial-Based Functional Analyses

Functional behavioral assessments are commonly used in school settings to assess and develop interventions for problem behavior. The trial-based functional analysis is an approach that teachers can use in their classrooms to identify the function of problem behavior. The current study evaluates the effectiveness of a modified pyramidal training procedure in which special education program coordinators were taught to conduct trial-based functional analyses and then provided support to special education teachers who were taught to conduct trial-based functional analyses and to calculate, graph, and analyze data. After training, the teachers conducted the trial-based functional analysis with over 85% accuracy and demonstrated criterion performance analyzing and graphing data. Accuracy was maintained during in-situ generalization probes conducted with two of the teachers.

Training Teachers to Conduct Trial-Based Functional Analyses

The trial-based functional analysis (FA) is a promising approach to identification of behavioral function and is especially suited for use in educational settings. Not all studies on trial-based FA have included teachers as therapists, and those studies that have, included minimal information on teacher training. The purpose of this study was to determine whether teachers trained via an in-service training would be able to conduct trial-based FAs with high procedural integrity. We trained four teachers to conduct trial-based FAs using a combination of didactic teaching and practice with feedback. All four teachers improved performance following training. Performance remained above baseline levels during an in situ maintenance condition, but for three of four teachers, additional feedback was required to recapture performance observed immediately following training.

LATENCY OF RESPONSE DURING THE FUNCTIONAL ANALYSIS OF ELOPEMENT

Elopement is a dangerous behavior sometimes exhibited by individuals with intellectual disabilities. We conducted trial-based functional analyses in which latency was the index of elopement for 2 students. Two unobtrusive safety monitors were placed outside the building to eliminate potential confounding caused by having to retrieve a student. Results of both students' assessments indicated that elopement served multiple functions. Results are discussed in terms of the study's methodological and applied implications.