Problem Solving Module (Part 1 of 3)
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- 2. of this Learning Module for Trainee 1. Learn what a Functional Analysis of problem behavior is 2. Learn when you should/could use the Standard FA 3.Learn how to conduct the following assessment conditions a) Attention b) Escape c) Ignore/Alone d) Play 4. Learn how to collect data 5. Learn how to graph your results 6. Learn how to analyze and interpret your findings 7. Learn to problem solve following undifferentiated results
- 3. of this Learning Module for Trainee 1. Learn what a Functional Analysis of problem behavior is 2. Learn when you should/could use the Standard FA 3.Learn how to conduct the following assessment conditions a) Attention b) Escape c) Ignore/Alone d) Play 4. Learn how to collect data 5. Learn how to graph your results 6. Learn how to analyze and interpret your findings 7. Learn to problem solve following undifferentiated results
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- 7. Overview • When the results of an FA lead to undifferentiated results, it is impossible to determine the function of TBx • Do not proceed to treatment following these results •You should take steps toward problem solving to adjust the FA such that the TBx begins to emerge in a differentiated pattern
- 8. If You have Undifferentiated Results with High Values Across Conditions Like This 0 5 10 1 5 0 2 4 6 8 1 0 S e s s io n s Frequency Ig n o r e A tte n tio n P la y T a n g ib le D e m a n d
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- 11. Conduct a within sessions analysis • Within session analysis (Rooker et al., 2015) •Note reinforcer durations (e.g., attention for 3-5 s vs. escape for 30 s) and how these account for false-positive effects (e.g., higher response rates in the attention condition than in a tangible or demand condition)
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- 16. Conduct a within sessions analysis continued… • Note when problem behavior is occurring within FA conditions • Is responding occurring when the EO is present? ØOccurrence of problem behavior is probably related to the FA condition •Is responding occurring when the EO is absent (i.e., when the individual has access to the reinforcer)?
- 17. Conduct a within sessions analysis continued… • Note when problem behavior is occurring within FA conditions • Is responding occurring when the EO is present? ØOccurrence of problem behavior is probably related to the FA condition •Is responding occurring when the EO is absent (i.e., when the individual has access to the reinforcer)? ØOccurrence of TBx is probably unrelated to the FA condition
- 18. Conduct a within sessions analysis continued… • Note when problem behavior is occurring within FA conditions • Is responding occurring when the EO is present? ØOccurrence of problem behavior is probably related to the FA condition •Is responding occurring when the EO is absent (i.e., when the individual has access to the reinforcer)? ØOccurrence of TBx is probably unrelated to the FA condition • TBx could be maintained by automatic reinforcement or multiple reinforcers
- 19. Conduct a within sessions analysis continued… • Note when problem behavior is occurring within FA conditions • Is responding occurring when the EO is present? ØOccurrence of problem behavior is probably related to the FA condition •Is responding occurring when the EO is absent (i.e., when the individual has access to the reinforcer)? ØOccurrence of TBx is probably unrelated to the FA condition • TBx could be maintained by automatic reinforcement or multiple reinforcers • Discounting occurrences of TBx when the EO is absent could lead to differentiated results
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- 24. Conduct a within sessions analysis continued… üEvidence supporting successful problem solving • You begin to see a temporal pattern of responding • E.g., target behavior consistently occurs when reinforcers are present •E.g., target behavior consistently occurs when reinforcers are absent
- 25. Conduct a within sessions analysis continued… üEvidence supporting successful problem solving • You begin to see a temporal pattern of responding • E.g., target behavior consistently occurs when reinforcers are present •E.g., target behavior consistently occurs when reinforcers are absent ×Evidence refuting successful problem solving
- 26. Conduct a within sessions analysis continued… üEvidence supporting successful problem solving • You begin to see a temporal pattern of responding • E.g., target behavior consistently occurs when reinforcers are present •E.g., target behavior consistently occurs when reinforcers are absent ×Evidence refuting successful problem solving • Results are still undifferentiated and no temporal patterns emerge
- 27. Conduct a within sessions analysis continued… üEvidence supporting successful problem solving • You begin to see a temporal pattern of responding • E.g., target behavior consistently occurs when reinforcers are present •E.g., target behavior consistently occurs when reinforcers are absent ×Evidence refuting successful problem solving • Results are still undifferentiated and no temporal patterns emerge • In this case, create stimulus cues that make discrimination between test conditions more clear
- 28. Conduct a within sessions analysis continued… üEvidence supporting successful problem solving • You begin to see a temporal pattern of responding • E.g., target behavior consistently occurs when reinforcers are present •E.g., target behavior consistently occurs when reinforcers are absent ×Evidence refuting successful problem solving • Results are still undifferentiated and no temporal patterns emerge • In this case, create stimulus cues that make discrimination between test conditions more clear • Use different rooms, different assessors, colored shirts for each condition, etc.
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- 31. Conduct an extended alone/ignore condition • Extended alone/ignore condition (Querim et al, 2013) •If you suspect the behavior may be automatically maintained
- 32. Conduct an extended alone/ignore condition • Extended alone/ignore condition (Querim et al, 2013) •If you suspect the behavior may be automatically maintained • Extend assessment and conduct a series of 5-min alone/ignore conditions
- 33. Conduct an extended alone/ignore condition • Extended alone/ignore condition (Querim et al, 2013) •If you suspect the behavior may be automatically maintained • Extend assessment and conduct a series of 5-min alone/ignore conditions üEvidence supporting successful problem solving
- 34. Conduct an extended alone/ignore condition • Extended alone/ignore condition (Querim et al, 2013) •If you suspect the behavior may be automatically maintained • Extend assessment and conduct a series of 5-min alone/ignore conditions üEvidence supporting successful problem solving • Trend of problem behavior increases or remains stable
- 35. Conduct an extended alone/ignore condition • Extended alone/ignore condition (Querim et al, 2013) •If you suspect the behavior may be automatically maintained • Extend assessment and conduct a series of 5-min alone/ignore conditions üEvidence supporting successful problem solving • Trend of problem behavior increases or remains stable × Evidence refuting successful problem solving
- 36. Conduct an extended alone/ignore condition • Extended alone/ignore condition (Querim et al, 2013) •If you suspect the behavior may be automatically maintained • Extend assessment and conduct a series of 5-min alone/ignore conditions üEvidence supporting successful problem solving • Trend of problem behavior increases or remains stable × Evidence refuting successful problem solving • Trend decreases or extinction occurs
- 37. Conduct an extended alone/ignore condition • Extended alone/ignore condition (Querim et al, 2013) •If you suspect the behavior may be automatically maintained • Extend assessment and conduct a series of 5-min alone/ignore conditions üEvidence supporting successful problem solving • Trend of problem behavior increases or remains stable × Evidence refuting successful problem solving • Trend decreases or extinction occurs • In this case try a reversal or pairwise FA design excluding the alone/ignore condition
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- 43. Conduct an extended alone/ignore condition continued… üEvidence supporting successful problem solving • Trend of problem behavior increases or remains stable ×Evidence refuting successful problem solving • Trend decreases or extinction occurs •In this case try a reversal or pairwise FA design excluding the alone/ignore condition
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- 46. Use a reversal or pairwise design • Utilize a reversal or pairwise design for your FA to control for interaction effects or poor discrimination between conditions (Rooker et al., 2015) •Reversal • Conduct several sessions of a single condition until stable responding emerges
- 47. Use a reversal or pairwise design • Utilize a reversal or pairwise design for your FA to control for interaction effects or poor discrimination between conditions (Rooker et al., 2015) •Reversal • Conduct several sessions of a single condition until stable responding emerges • Pairwise • Alternate test conditions with a control condition
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- 53. Use a reversal or pairwise design continued… üEvidence supporting successful problem solving • Differentiation in data ×Evidence refuting successful problem solving • Undifferentiation remains •In this case collect additional data through indirect and direct assessment methods