Clinical Application of Functional Analysis Methodology PDF
Clinical Application of Functional Analysis Methodology PDF
Clinical Application of Functional Analysis Methodology PDF
ABSTRACT
Functional analysis (FA) methodology is a well-established standard for assessment in
applied behavior analysis research. Although used less commonly in clinical (nonresearch)
application, the basic components of an FA can be adapted easily in many situations to
facilitate the treatment of problem behavior. This article describes practical aspects of FA
methodology and suggests ways that it can be incorporated into routine clinical work.
Descriptors: Behavioral assessment, functional analysis methodology
R
esearch methods used in applied A great deal of research has shown & Campbell, 2007), they have been shown
behavior analysis provide an that the same learning processes that repeatedly to be unreliable (Arndorfer,
excellent model for practice, account for the development of socially Miltenberger, Woster, Rortvedt, & Gaffaney,
although standards for evaluating research appropriate behavior—positive and 1994; Conroy, Fox, Bucklin, & Good,
are admittedly more stringent. The negative reinforcement—are involved 1996; Duker, & Sigafoos, 1998; Newton &
demonstration of experimental control is a in the acquisition and maintenance of Sturmey, 1991; Sigafoos, Kerr, & Roberts,
good example—it is required in research but problematic behavior (see Iwata, Kahng, 1994; Sigafoos, Kerr, Roberts, & Couzens,
not often attempted in practice. Translation Wallace, & Lindberg, 2000, for a more 1993; Spreat & Connelly, 1996; Sturmey,
of research methodology into practical extended discussion). Self-injury, 1994; Zarcone, Rodgers, Iwata, Rourke, &
application often is a matter of what is aggression, property destruction, and other Dorsey, 1991) and, as a result, inadequate
useful yet feasible, and a demonstration harmful acts often produce a necessary as the basis for developing an intervention
of control, at least during assessment, is reaction from caregivers to interrupt the program. Their use seems justifiable only
both. Most practitioners understand the behavior, which may be combined with when there are no opportunities whatsoever
value of knowing how problem behavior other consequences (comfort, “redirection” to collect direct-observation data, and these
is maintained before attempting to reduce to other activities, etc.) that may strengthen types of situations, in which client verbal
it; perhaps less clear is why practitioners problem behavior through social-positive report defines both the extent and cause
should conduct a functional analysis (FA) reinforcement. These behaviors also of the initial problem, as well as when it is
when (a) information can be obtained from are sufficiently disruptive that they may resolved, more closely resemble a traditional
other sources and (b) practical constraints terminate ongoing work requirements, counseling context rather than the practice
seem to preclude a thorough analysis. We thereby producing escape (social-negative of behavior analysis.
address both of these issues and suggest reinforcement). Finally, some problem The descriptive analysis (Bijou, Peter-
ways to incorporate FA methodology into behaviors (self-injury and/or stereotypy) son, & Ault, 1968), in which observational
routine clinical assessments. produce sensory consequences that are data are taken on the target behavior
The term “functional analysis” automatically reinforcing. Thus, the goal and the context in which it occurs, has a
refers to any empirical demonstration of an FA is to determine which sources longstanding tradition in our field as the
of a cause-effect relation (Baer, Wolf, & of reinforcement account for problem primary method for collecting baseline data
Risley, 1968); its application with problem behavior on an individual basis. and evaluating treatment effects. It is not,
behavior is unique, however. A variety of however, well suited to the identification of
reinforcement options are available when Sources of Information about functional relations, a fact that was noted
attempting to establish a new response Problem Behavior by Bijou et al.: “ . . . descriptive studies
because nonexistent target responses have A “functional behavioral assessment” provide information only on events and
no function. Although we may approach consists of any formal method for their occurrence. They do not provide
the treatment of problem behavior the identifying the reinforcers that maintain information on the functional properties
same way—applying various sorts of problem behavior. Informant responses to of the events or the functional relationships
contingencies and evaluating their effects, rating scales or questionnaires (also called among the events. Experimental studies
ongoing behavior does have a function indirect or anecdotal approaches) are easily provide that kind of information” (pp.
based on its history of reinforcement. Thus, obtained, which is why these methods 176-177). More specifically, descriptive
the consequences we use to reduce problem are used most often by practitioners analyses may not reveal differences among
behavior must neutralize or compete with (Desrochers, Hile, & Williams-Moseley, social contingencies (e.g., attention vs.
those that maintain it, and an FA allows us 1997; Ellingson, Miltenberger, & Long, escape) that maintain problem behavior
to identify sources of maintenance prior to 1999). Although indirect methods (Lerman & Iwata, 1993; Mace & Lalli,
treatment. continue to be recommended (Herzinger 1991), cannot detect extremely thin
FUNCTIONAL ANALYSIS METHODOLOGY 3
what has been required to conduct many at the same time minimizing risk. Precursor FA FA of correlated High-risk
behaviors behavior
descriptive analyses. The most obvious strategy, in the
Aside from the BFA, a typical, repeated- case of self-injury, consists of having Latency FA Sessions terminated High-risk
measures FA may be abbreviated through the participants wear protective devices. after first response behavior