Skip to main content

Advertisement

Log in

Teacher Implementation of Trial-Based Functional Analysis and Differential Reinforcement of Alternative Behavior for Students with Challenging Behavior

  • Original Paper
  • Published:
Journal of Behavioral Education Aims and scope Submit manuscript

Abstract

The purpose of this study was to examine the effects of a training package on three middle school special education teachers’ accurate implementation of trial-based functional analysis (TBFA) and differential reinforcement of alternative behavior (DRA) with their students with autism spectrum disorders or emotional and behavioral disorders in the classroom setting. We also examined the effects of the DRA on six students’ challenging and replacement behaviors. Using a multiple probe across teacher participants design, we demonstrated that all three teachers implemented TBFA during TBFA training with performance feedback conditions and DRA during DRA training with performance feedback conditions with high procedural fidelity. Further, two of three teachers generalized high procedural fidelity with a new student. Finally, results indicated a reduction in all six students’ challenging behavior and an increase in their replacement behavior after the teachers received training and performance feedback on DRA implementation. Limitations and implications for research and practice are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

References

  • Asmus, J. M., Vollmer, T. R., & Borrero, J. C. (2002). Functional behavioral assessment: A school-based model. Education & Treatment of Children, 25, 67–90.

    Google Scholar 

  • Beavers, G. A., Iwata, B. A., & Lerman, D. C. (2013). Thirty years of research on the functional analysis of problem behavior. Journal of Applied Behavior Analysis, 46, 1–21.

    Article  PubMed  Google Scholar 

  • Blair, K. C., Umbreit, J., Dunlap, G., & Jung, G. (2007). Promoting inclusion and peer participation through assessment-based intervention. Topics in Early Childhood Special Education, 27, 134–147.

    Article  Google Scholar 

  • Bloom, S. E., Iwata, B. A., Fritz, J. N., Roscoe, E. M., & Carreau, A. B. (2011). Classroom application of a trial-based functional analysis. Journal of Applied Behavior Analysis, 44, 19–31.

    Article  PubMed Central  PubMed  Google Scholar 

  • Brooks, A., Todd, A. W., Tofflemoyer, S., & Horner, R. H. (2003). Use of functional assessment and a self-management system to increase academic engagement and work completion. Journal of Positive Behavior Interventions, 5, 144–152.

    Article  Google Scholar 

  • Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111–126.

    Article  PubMed Central  PubMed  Google Scholar 

  • Center for Autism Spectrum Disorders. (2005). Functional analysis: A guide for understanding challenging behavior [DVD]. Carbondale, IL: Southern Illinois University.

    Google Scholar 

  • Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18, 947–967. doi:10.1016/S0742-051X(02)00053-7.

    Article  Google Scholar 

  • Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson.

    Google Scholar 

  • Emam, M., & Farrell, P. (2009). Tensions experienced by teachers and their views of support for pupils with ASD in mainstream schools. European Journal of Special Needs Education, 24, 407–422.

    Article  Google Scholar 

  • Erbas, D., Tekin-Iftar, E., & Yucesoy, S. (2006). Teaching special education teachers how to conduct functional analysis in natural settings. Education and Training in Developmental Disabilities, 41, 28–36.

    Google Scholar 

  • Fisher, W., Piazza, C. C., Bowman, L. G., Hagopian, L. P., Owens, J. C., & Slevin, I. (1992). A comparison of two approaches for identifying reinforcers for persons with severe and profound disabilities. Journal of Applied Behavior Analysis, 25, 491–498.

    Article  PubMed Central  PubMed  Google Scholar 

  • Hanley, G. P., Iwata, B. A., & McCord, B. E. (2003). Functional analysis of problem behavior: A review. Journal of Applied Behavior Analysis, 36, 147–185.

    Article  PubMed Central  PubMed  Google Scholar 

  • Heckaman, K., Conroy, M., Fox, J., & Chait, A. (2000). Functional assessment-based intervention research on students with or at risk for emotional and behavioral disorders. Behavioral Disorders, 25, 196–210.

    Google Scholar 

  • Horner, R. D., & Baer, D. M. (1978). Multiple-probe technique: A variation on the multiple baseline. Journal of Applied Behavior Analysis, 11, 189–196.

    Article  PubMed Central  PubMed  Google Scholar 

  • Horner, R. H., Carr, E. G., Strain, P. S., Todd, A. W., & Reed, H. K. (2002). Problem behavior interventions for young children with autism: A research synthesis. Journal of Autism and Developmental Disorders, 32, 423–446.

    Article  PubMed  Google Scholar 

  • Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1982/1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis, 27, 197–209. (Reprinted from Analysis and Intervention in Developmental Disabilities, 2, 3–20, 1982).

  • Kamps, D., Kravits, T., Rauch, J., Kamps, J. L., & Chung, N. (2000). A prevention program for students with or at risk of ED: Moderating effects of variation in treatment and classroom structure. Journal of Emotional and Behavioral Disorders, 8, 141–154.

    Article  Google Scholar 

  • Kamps, D., Wendland, M., & Culpepper, M. (2006). Active teacher participation in functional behavior assessment for students with emotional and behavioral disorders risks in general education classrooms. Behavioral Disorders, 31, 128–146.

    Google Scholar 

  • Kazdin, A. E. (2010). Single-case research designs: Methods for clinical and applied settings (2nd ed.). New York, NY: Oxford University Press.

    Google Scholar 

  • Kratochwill, T. R., Hitchcock, J., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2010). Single-case designs technical documentation. Retrieved from What Works Clearinghouse website: http://ies.ed.gov/ncee/wwc/pdf/wwc_scd.pdf

  • Kunnavatana, S. S., Bloom, S. E., Samaha, A. L., & Dayton, E. (2013a). Training special education teachers to conduct trial-based functional analyses. Behavior Modification, 37, 707–722. doi:10.1177/0145445513490950.

    Article  PubMed  Google Scholar 

  • Kunnavatana, S. S., Bloom, S. E., Samaha, A. L., Lignugaris, B., Dayton, E., & Harris, S. K. (2013b). Using a modified pyramidal training model to teach special education teachers to conduct trial-based functional analyses. Teacher Education and Special Education, 36, 267–285. doi:10.1177/0888406413500152.

    Article  Google Scholar 

  • Lalli, J. S., Browder, D. M., Mace, F. C., & Brown, D. K. (1993). Teacher use of descriptive analysis data to implement interventions to decrease students’ problem behavior. Journal of Applied Behavior Analysis, 26, 227–238.

    Article  PubMed Central  PubMed  Google Scholar 

  • Lane, K. L., & Beebe-Frankenberger, M. (2004). School-based interventions: The tools you need to succeed. Boston, MA: Pearson/Allyn and Bacon.

    Google Scholar 

  • Lane, K. L., Kalberg, J. R., & Shepcaro, J. C. (2009). An examination of quality indicators of function-based interventions for students with emotional or behavioral disorders attending middle and high schools. Exceptional Children, 75, 321–340.

    Google Scholar 

  • LeGray, M. W., Dufrene, B. A., Mercer, S., Olmi, D. J., & Sterling, H. (2013). Differential reinforcement of alternative behavior in center-based classrooms: Evaluation of pre-teaching the alternative behavior. Journal of Behavioral Education, 22, 85–102.

    Article  Google Scholar 

  • Machalicek, W., O’Reilly, M. F., Rispoli, M., Davis, T., Lang, R., Franco, J. H., & Chan, J. M. (2010). Training teachers to assess the challenging behaviors of students with autism using video tele-conferencing. Education and Training in Autism and Developmental Disabilities, 45, 203–215.

    Google Scholar 

  • Martin, N. K., Sass, D. A., & Schmitt, T. A. (2012). Teacher efficacy in student engagement, instructional management, student stressors, and burnout: A theoretical model using in-class variables to predict teachers’ intent-to-leave. Teaching & Teacher Education, 28, 546–559.

    Article  Google Scholar 

  • McKenney, E. L. W., Waldron, N., & Conroy, M. (2013). The effects of training and performance feedback during behavioral consultation on general education middle school teachers’ integrity to functional analysis procedures. Journal of Educational & Psychological Consultation, 23, 63–85.

    Article  Google Scholar 

  • Moore, J. W., Edwards, R. P., Sterling-Turner, H. E., Riley, J., DuBard, M., & McGeorge, A. (2002). Teacher acquisition of functional analysis methodology. Journal of Applied Behavior Analysis, 35, 73–77.

    Article  PubMed Central  PubMed  Google Scholar 

  • National Autism Center. (2009). National standards report. The National Standards Project: Addressing the need for evidence-based practice guidelines for autism spectrum disorders. Randolph, MA: Author.

    Google Scholar 

  • National Professional Development Center on Autism Spectrum Disorders (n.d.). Evidence-based practice briefs. Retrieved from http://autismpdc.fpg.unc.edu/content/briefs

  • Niesyn, M. E. (2009). Strategies for success: Evidence-based instructional practices for students with emotional and behavioral disorders. Preventing School Failure, 53, 227–235.

    Article  Google Scholar 

  • O’Neill, R. E., Albin, R. W., Storey, K., Horner, R. H., & Sprague, J. R. (2015). Functional assessment and program development for problem behavior: A practical handbook (3rd ed.). Stamford, CT: Cengage Learning.

    Google Scholar 

  • Pelios, L., Morren, J., Tesch, D., & Axelrod, S. (1999). The impact of functional analysis methodology on treatment choice for self-injurious and aggressive behavior. Journal of Applied Behavior Analysis, 32, 185–195.

    Article  PubMed Central  PubMed  Google Scholar 

  • Petscher, E. S., Rey, C., & Bailey, J. A. (2009). A review of empirical support for differential reinforcement of alternative behavior. Research in Developmental Disabilities, 30, 409–425.

    Article  PubMed  Google Scholar 

  • Reid, R., & Nelson, J. R. (2002). The utility, acceptability, and practicality of functional behavioral assessment for students with high-incidence problem behavior. Remedial and Special Education, 23, 15–23.

    Article  Google Scholar 

  • Reid, D. H., & Parsons, M. B. (1995). Motivating human service staff: Supervisory strategies for maximizing work effort and work enjoyment. Morganton, NC: Habilitative Management Consultants Inc.

    Google Scholar 

  • Scheeler, M. C. (2008). Generalizing effective teaching skills: The missing link in teacher preparation. Journal of Behavioral Education, 17, 145–159.

    Article  Google Scholar 

  • Shumate, E. D., & Wills, H. P. (2010). Classroom-based functional analysis and intervention for disruptive and off-task behavior. Education & Treatment of Children, 33, 23–48.

    Article  Google Scholar 

  • Sigafoos, J., & Saggers, E. (1995). A discrete-trial approach to the functional analysis of aggressive behaviour in two boys with autism. Australia & New Zealand Journal of Developmental Disabilities, 20, 287–297.

    Google Scholar 

  • Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349–367.

    Article  PubMed Central  PubMed  Google Scholar 

  • Van Acker, R., Boreson, L., Gable, R., & Potterton, T. (2005). Are we on the right course? Lessons learned about current FBA/BIP practices in schools. Journal of Behavioral Education, 14, 35–56.

    Article  Google Scholar 

  • Vollmer, T. R., Roane, H. S., Ringdahl, J. E., & Marcus, B. A. (1999). Evaluating treatment challenges with differential reinforcement of alternative behavior. Journal of Applied Behavior Analysis, 32, 9–23.

    Article  PubMed Central  Google Scholar 

  • Wallace, M. D., Doney, J. K., Mintz-Resudek, C. M., & Tarbox, R. S. (2004). Training educators to implement functional analyses. Journal of Applied Behavior Analysis, 37, 89–92.

    Article  PubMed Central  PubMed  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Susan D. Flynn.

Appendices

Appendix 1

Procedural integrity checklist for TBFA.

Appendix 2

Function-based intervention design procedural integrity form.

Appendix 3

Direct observation of student behavior and function-based intervention procedural integrity form.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Flynn, S.D., Lo, Yy. Teacher Implementation of Trial-Based Functional Analysis and Differential Reinforcement of Alternative Behavior for Students with Challenging Behavior. J Behav Educ 25, 1–31 (2016). https://doi.org/10.1007/s10864-015-9231-2

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10864-015-9231-2

Keywords

Navigation