Trial-Based Intensive Intervention

Trial-Based Intensive Intervention for Challenging Behavior

Association for Behavior Analysis International 46th Annual Convention

Symposium Abstract: Although standard functional analysis (FA) can be integral in the design of interventions for challenging behavior, FAs are rarely used. Reasons vary, but often include the amount of challenging behavior FAs evoke, ecological validity, and resource constraints. One viable alternative is trial-based FA (TBFA). TBFAs are conducted through a distributed-trial format, which limits the amount of challenging behavior that can be evoked. Further, TBFAs are typically conducted by indigenous implementers (e.g., teachers) in natural settings (e.g., schools). These simple adaptations address many concerns with FAs and with systematic approaches to intensive intervention (generally). This symposium highlights research, which expands the accessibility and utility of TBFA and trial-based intensive intervention. The first talk highlights a multitiered professional development curriculum aimed at training teachers to implement TBFAs and function-based interventions. The second talk demonstrates potential for establishing expertise on TBFA with minimal resources, using a partially automated training employing the behavior-skills training framework. The third talk extends this work by demonstrating that a similarly formatted training on trial-based FCT can facilitate effective intervention by caregivers with no formal training in behavior analysis. The final study highlights an approach to data analysis that appears to improve efficiency without sacrificing the accuracy of TBFA.

 

Teaching Caregivers to Execute and Interpret Trial-based FAs Using a Partially Automated Training Protocol: Young children with disabilities often require intensive, individualized support for challenging behavior. Yet school personnel are often under trained and under supported in assessing, preventing and responding to challenging behavior in the classroom. We will present two multiple baseline across participant studies evaluating a multitiered professional development curriculum including behavioral skills training at tier 1, coaching at tier 2, and coaching plus self-monitoring at tier 3. The first study evaluates the multitiered curriculum on teacher implementation fidelity of trial-based functional analysis in the classroom. The second study evaluates the effects of the multitiered curriculum on teacher implementation fidelity of function-based intervention based on the trial-based functional analysis results and corresponding effects on child challenging behavior. Implications for behavior analyst interested in school-based consultation and collaboration will be discussed.

 

 

 

Teaching Caregivers to Execute Trial-Based FCT Using a Partially Automated Training Protocol: The trial-based FA can identify functions of challenging behavior in applied settings when resources needed to conduct standard FAs are unavailable. Previous research has demonstrated the potential of partially automated training packages to teach professionals to implement trial-based FAs with fidelity. In our study, we extend this work by using a partially automated training package to teach five caregivers to conduct trial-based FAs in their homes, summarize and interpret the data they collected, and independently identify the functions of the challenging behavior of their own children. We evaluated this training’s effectiveness using a multiple-probe across skills design. All participants mastered targeted competencies. These results might inform decisions about who is qualified to conduct FAs, and under what circumstances.

 

 

 

Improving Efficiency and Accuracy of Trial-Based FA Through Standardized Data-Analysis Techniques: An Exploratory Study: The trial-based FA is a naturalistic, cost-effective, ecologically validated assessment used to identify the function(s) of problem behavior. Unlike the traditional FA, problem behavior may only occur once per test condition, thus making the trial-based FA potentially safer than the traditional FA. However, rate-based data cannot be collected during this assessment, rendering standard approaches to FA data analysis inappropriate. Thus, researchers simply consider occurrence/non-occurrence data, after those data have aggregated and plotted on bar graphs, to identify functional relations. As a result, the number of trials conducted during trial-based FA are typically determined a priori and the criteria for confirming functional relations is somewhat arbitrarily. The purpose of this study was to develop and validate a systematic approach to data analysis appropriate for trial-based FAs by considering and adapting criteria established for standard FAs. Preliminary results are promising, suggesting the newly developed criteria can lead to abbreviated versions of the assessment that are efficient and accurate.