Trial-based Functional Analysis Research Articles

Toward Maximizing Assessment Efficiency: A Synthesized Trial-Based Functional Analysis and Competing Stimulus Assessment

Despite the success of the standard functional analysis (FA), some limitations to conducting an FA in practice include time, resources, ecological relevance, and safety, which have led to the development of procedural adaptations such as trial-based and synthesized FA formats. The purpose of this case study was to identify the function(s) of self-injurious behavior (SIB) for a 3-year-old female with developmental disabilities using a brief trial-based FA with ecologically relevant synthesized contingencies, based on caregiver input, to minimize opportunities for SIB. We identified that positive physical attention likely functioned, at least in part, as a reinforcer for SIB, in less than 42 min. Overall harm to the child as a result of the synthesized trial-based FA was minimal, and the caregiver viewed the modified conditions favorably. We then assessed the role of competing stimuli on SIB rates with the child’s mother and identified two potential items that may compete with attention as a reinforcer for SIB. Our findings highlight the utility and importance of individualized assessment as the first step in the safe treatment of severely challenging behavior.

Comparison of Descriptive Assessment and Trial-Based Functional Analysis as the Basis of Treatment in Homes

Effective treatment of challenging behaviors in young children with autism spectrum disorder requires identifying consequences that maintain the behavior under specific environmental circumstances. Assessment strategies help to identify environmental factors setting the occasion for the behaviors to continue to occur. Many studies have used antecedent–behavior–consequence (ABC) data collection strategies, but few have examined its ability to effectively identify the function. Research supports the use of the trial-based functional analysis (TBFA) but few studies examine its effectiveness in the home setting. The current study attempted to answer which assessments might work best in the home setting. Treatment was implemented for each participant based on the results of their assessments. All assessments identified the function of behavior as verified by function-based treatments, but the ABC assessment identified additional functions for three of the participants while the TBFA was more precise. Implications and limitations are reviewed, along with future directions for behavioral assessment in the home.

Obučavanje roditelja da sprovode probno zasnovanu funkcionalnu analizu putem telezdravstva

The procedure of trial-based functional analysis implemented by parents has the potential to determine the purpose of problematic behaviors. A telehealth strategy may be less expensive, it takes less time, and provides more families with access to treatments. As a result, it could be a good alternative for families as poor access to resources and knowledge may worsen problem behaviors. Objectives. The purpose of this study was to evaluate the ability of mothers to conduct a trial-based functional analysis at home, with training and coaching via telehealth. Methods. Three mothers aged between 32 and 54 and their children between 18 and 26 years participated in the study. The study employed a multiple baseline design across behaviors to examine the effectiveness of behavioral skill training and coaching through telehealth on the accurate use of trial-based functional analysis conditions by mothers of children with developmental disabilities. Results. Results showed that mother participants conducted each condition of trial-based functional analysis with 100% accuracy. Moreover, the mothers had positive opinions regarding the study. Conclusion. In conclusion, this study provided support for parent involvement in the assessment of their children with developmental disabilities.

Utilizing Telehealth to Coach Parents to Implement Trial-Based Functional Analysis and Treatment.

The trial-based functional analysis (TBFA) offers several advantages in natural settings, such as time efficiency and ecological validity. Previous studies have successfully trained or coached a variety of professionals and parents to conduct a TBFA utilizing in-person training procedures; however, no study has evaluated the effectiveness of telehealth coach or train others to implement a TBFA. Utilizing telehealth coaching, we coached three mothers of children with autism to conduct a TBFA in their home. The TBFA identified consequences maintaining challenging behavior for all three participants. Based on the results of the TBFA, we developed a functional communication training (FCT) intervention. Experimenters coached the mothers to implement the FCT intervention in their home. All interventions resulted in decreased challenging behavior and increased communication. The results suggest parents are capable of conducting a valid TBFA with telehealth coaching and support.

Functional Analysis in Public School Settings: A Systematic Review of the Literature.

Previous studies have shown that variations of experimental functional analysis (FA) can be used effectively as part of the functional behavioral assessment process in educational settings. The purpose of the current study was to review the literature pertaining to FA of problem behavior in schools focusing on method, topographies, and results. Results of this review showed that analog functional analysis (AFA) are conducted most often in school settings; but recent trends show that use of adapted formats (e.g., trial-based FA and brief FA) are increasing. Analysis of FA results identified most frequent topographies and maintaining variables of problem behavior in the reviewed studies. Trends in teacher-implemented FA are discussed, as well as discrepancies surrounding the terminology of FA in the literature base. Implications for further research, such as social validity of FA in public schools and use of multiple targeted topographies within school-based FA are presented.

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.

Formative applications of ongoing visual inspection for trial-based functional analysis: A proof of concept.

Trial-based functional analysis (TBFA) possesses many strategic advantages which make it an ideal candidate for adoption in applied settings. Notwithstanding, some aspects of the analysis remain underdeveloped, including structured guidelines for interacting with obtained data reliably in formative and summative ways. The purpose of this study was to adapt existing ongoing visual-inspection (OVI) criteria to match the idiosyncrasies of TBFA and then to assess their practical utility in applied settings. Thus, we first drafted OVI criteria appropriate for trial-based FA (i.e., TB-OVI). Then, we trained 5 caregivers to conduct TBFAs of their children's challenging behavior and to react to their data as they obtained it, using the TB-OVI criteria as their guide. Finally, we validated interpretations of TBFA outcomes based on TB-OVI criteria through effective intervention. Across 5 participants and 7 opportunities, function-based interventions successfully eliminated 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.

Schedule Thinning During Functional Communication Training in the Home for Young Children With Autism

Functional communication training (FCT) is a common function-based intervention for young children with or at risk for autism spectrum disorder (ASD) to teach an alternative communicative response to replace problem behavior. While FCT is effective in decreasing problem behavior, often the communicative behavior that is taught occurs at a higher rate than a caregiver can reinforce. For this study, we first examined the effectiveness of an FCT intervention to decrease problem behavior and increase appropriate communication. The intervention was based on a trial-based functional analysis (TBFA) conducted in the home. Next, we applied two approaches for thinning the schedule of reinforcement (i.e., delay to reinforcement and chained schedules) following the FCT. For all three young children (ages 3–5 years) with or at risk for ASD, at least one function of behavior was identified for each participant using TBFA and the subsequent FCT intervention led to a decrease in problem behavior and increase in functional communication. The procedure for thinning the schedule was selected based on the function of the behavior and results showed that both were successful in maintaining low levels of problem behavior following FCT. Implications for research and practice are discussed and suggestions for future research studies are presented.

Effects of Classroom-Based Training in Teacher-Led Trial-Based Functional Analysis

Although functional analysis (FA) is often recommended as a behavioral assessment tool, researchers have identified barriers limiting its use in schools. Trial-based FA (TBFA) was designed to address some of those limitations. However, few studies have examined classroom-based training methods for teachers to implement TBFA, and none have assessed teachers as independent intervention agents. This study addresses these gaps by using an enhanced behavioral skills training package incorporating video self-modeling and performance feedback to train teachers in TBFA with students in the classroom. Following training, all three teachers independently embedded FA trials with fidelity during natural routines.

Group-Based Training on Trial-Based Functional Analysis

Group-Based Training on Trial-Based Functional Analysis

Interrater Reliability and Convergent Validity of the Trial-Based Functional Analysis

The standard functional analysis (FA) has been regarded as the gold standard to identify the function of challenging behavior. The trial-based functional analysis (TBFA) is an alternative FA that takes less time to complete than the standard FA. The primary purpose of this study was to evaluate interrater reliability and convergent validity of the TBFA by comparing it with the standard FA. First, TBFA and standard FA were conducted on three young adults with neurodevelopmental disorders who displayed problem behavior. Then, three expert panelists analyzed and compared graphs depicting TBFA with 5, 10, 15, and 20 trials and standard FA graphs. Panelists reported that they were able to identify a behavior function using the TBFA; however, interrater reliability was substantially lower with 5 trials than for 10, 15, or 20 trials, and was highest with 10 trials. Results suggest that reliability of the TBFA may be improved by including more than five trials in the analysis. Results of the TBFA and standard FA converged for only one of the three participants. Lack of convergence may have been due, in part, to differences in presentation of establishing operations between the two assessments. Although preliminary, it is possible that clinicians should consider using more than 5 trials when interpreting the function of problem behavior using the TBFA. Limitations and future research are discussed.

Trial-Based Functional Analysis to Understand Children’s Behaviors

Trial-Based Functional Analysis to Understand Children’s Behaviors

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.

Teacher-conducted trial-based functional analysis and treatment of multiply controlled challenging behavior.

We trained a public school teacher to conduct a trial-based functional analysis (FA) in her self-contained classroom during school hours with other children present. Using FA data as baseline, we validated our intervention by tracking changes in response latencies from the onset of relevant establis

Response latency as a measure of behavior in the assessment of elopement.

Elopement is a common form of problem behavior but is relatively underrepresented in the functional analysis literature. One barrier to assessing elopement experimentally is the need to retrieve the subject following an instance of elopement. This retrieval confounds programmed session contingencies when the goal is to obtain repeated measurement of free-operant behavior. The current study evaluated latency to elopement as an alternative to free-operant measurement. We first compared response latency to allocation in 5-min sessions and then measured latency alone in a trial-based format. The identified reinforcers matched across both data analysis modalities in the session-based assessments, and the trial-based functional analysis showed a significant time savings in identifying the function of behavior over a session-based assessment. Results indicated that elopement serves idiosyncratic social functions in young children with intellectual and developmental disabilities, and that a latency-based assessment saves time while yielding equally clear results.

Creating Functional Analysis Graphs Using Microsoft Excel® 2016 for PCs.

Practitioners in the field of applied behavior analysis rely on graphing software to display the data they collect during assessments. However, the graphing process can be cumbersome and procedures change as new versions of software programs are released. The current tutorial provides step-by-step instructions for graphing functional analysis data using Microsoft Excel 2016 for PCs. Instructions for creating functional analysis data depicted in reversal, latency, mulitielment, and trial-based functional analysis are provided.

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.