Trial-based Functional Analyses Research Articles

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.

TRAINING RESIDENTIAL STAFF TO CONDUCT TRIAL‐BASED FUNCTIONAL ANALYSES

We taught 6 supervisors of a residential service provider for adults with developmental disabilities to train 9 house managers to conduct trial-based functional analyses. Effects of the training were evaluated with a nonconcurrent multiple baseline. Results suggest that house managers can be trained to conduct trial-based functional analyses with a high degree of procedural fidelity.

The Use of Trial-Based Functional Analysis in Public School Classrooms for Two Students With Developmental Disabilities

Analogue functional analyses are a well-researched means of determining behavioral function in research and clinical contexts. However, conducting analogue functional analyses in school settings can be problematic and may lead to inconclusive results. The purpose of this study was to compare the results of a trial-based functional analysis with analogue functional analysis conducted within public school classrooms. Two individuals with developmental disabilities participated. Trial-based functional analyses produced clear behavioral functions for both participants, whereas analogue functional analysis results were inconclusive. Implications for practice and future research are presented.

CLASSROOM APPLICATION OF A TRIAL‐BASED FUNCTIONAL ANALYSIS

We evaluated a trial-based approach to conducting functional analyses in classroom settings. Ten students referred for problem behavior were exposed to a series of assessment trials, which were interspersed among classroom activities throughout the day. Results of these trial-based functional analyses were compared to those of more traditional functional analyses. Outcomes of both assessments showed correspondence in 6 of the 10 cases and partial correspondence in a 7th case. Results of the standard functional analysis suggested reasons for obtained differences in 2 cases of noncorrespondence, which were verified when portions of the trial-based functional analyses were modified and repeated. These results indicate that a trial-based functional analysis may be a viable assessment method when resources needed to conduct a standard functional analysis are unavailable. Implications for classroom-based assessment methodologies and future directions for research are discussed.