{"text_format":"3","workbook":"xlsx","n_sheets":6,"sheets":["About the Tool","Risk Evaluation","Risk Reduction","Validity","Considerations","References"],"not_rendered":{"images":26,"macros":1,"defined_names":47},"read":"whole","date_system":"1900"}

{"sheet":"About the Tool","index":0,"n_rows":11,"n_cols":1,"rows_kept":11}
["Functional Analysis Risk Assessment Decision Tool"]
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["This version is compatible with most versions of Windows operating Excel 2007/ 2010/ 2013 and 2016. See the instructions for opening this file based on your respective platform."]
["To access the assistance menu, press CONTROL+D. This workbook contains MACROS + ACTIVE X features. This content must be enabled."]
["Some elements of this tool are interactive. Specifically, the Risk Evaluation, which requires that the user input information for them to receive clinical recommendations or suggestions."]
["The output from the Risk Evaluation Tool is based on weighting risk more if Clinical Experience is minimal and Behavior Intensity is higher. "]
["The Risk Assessment, Validity, and Considerations tabs below correspond with clinical recommendations based on the Functional Analysis research literature."]
["This is an educational resource. All tool recommendations require an understanding that clinical judgement must be used when completing and interpreting the ratings on the tool."]
["This sheet is specifically designed for Excel users running a Windows Operating System."]
["If you are using Macintosh please download the compatible versions of this worksheet to utilize it effectively."]
["To print the risk assessment, validity, and or considerations tabs, left click on the desired tabs while holding CONTROL, then press CONTROL + P. "]

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[null,"Press CONTROL+D for Assistance"]
[null,"Clinical Experience",{"$nulls":6},"Environment"]
[null,"Rate your FA experience by considering the following: (when in doubt score yourself lower rather than overestimate experience).",{"$nulls":6},"Rate the environment that the FA would be conducted in by considering the following:"]
[null,"·      How many years you have been conducting FAs (conducting is defined as: designing, supervising, and analyzing)? Merely participating/observing the implementation of an FA does not constitute experience.",{"$nulls":6},"·       If the behavior is dangerous, is protective equipment (helmets, splints, etc.) available?"]
[null,"·       What is the clinician's experience with the types of topographies and severity of the behavior being assessed? Choose the time that time that matches your experience with the presenting case, and rather than your total experience.",{"$nulls":6},"·       Does the room have any sharp edges? Does  behavior result in dangerous objects (e.g., glass shards)?"]
[null,"·    Note FA experience in the buttons below do not take into account intensive experience with the procedure e.g. post-doctoral training, or an increased # FAs conducted within a time period.",{"$nulls":6},"·       Are there hard surfaces or is the room padded? Note protective equipment can be for the client or staff."]
[null,"Thinking about these factors, which of the below best captures your experience?",{"$nulls":6},"Thinking about these factors, which of the below best captures the environment? "]
[]
[]
[null,1,0,0,0,0,0,null,1,0,0,0,0,0]
[]
[]
[null,"Support Staff",{"$nulls":6},"Behavior Intensity"]
[null,"Rate the staffing availability for the FA by considering the following:",{"$nulls":6},"Rate the intensity of the behavior for the FA by considering the following:"]
[null,"·       Have medical professionals been consulted on the effects an FA would have on safety of client?",{"$nulls":6},"·       How immediate or severe is the risk of tissue damage/ concussion to the client or others?"]
[null,"·       Are medical professionals (i.e., nurse) available to observe during the FA?",{"$nulls":6},"·       Consider less common socially valid behaviors if warranted (e.g., elopement, pica, verbal aggression)."]
[null,"·       Are extra staff available to block dangerous behavior?",{"$nulls":6},"·       How immediate or severe is the risk of damage to the environment? (e.g., low, moderate, severe)"]
[null,"·       Well trained staff are familiar with all client behaviors & trained in safe blocking procedures/ crisis management ",{"$nulls":6},"·       How likely is it that staff can block, stop, or redirect the behavior to safer activities?"]
[null,"Thinking about these factors, which of the below best captures the availability of support staff?",{"$nulls":6},"Thinking about these factors, which of the below best captures the intensity of the behavior?"]
[]
[]
[null,1,0,0,0,0,0,null,1,0,0,0,0,0]
[]
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[null,"Slight Risk",null,null,"Moderate Risk",null,null,{"$f":"MAX(F24:J24)","v":0},"Substantial Risk",null,null,"High Risk"]
[null,{"$f":"IF(AND(H25>=0,H25<=2),H25,\"\")","v":0},{"$f":"IF(AND(H25>2,H25<=4),H25,\"\")","v":""},{"$f":"IF(AND(H25>4,H25<6),H25,\"\")","v":""},{"$f":"IF(AND(H25>=6,H25<=8),H25,\"\")","v":""},{"$f":"IF(AND(H25>8,H25<10),H25,\"\")","v":""},{"$f":"IF(AND(H25>=10,H25<11),H25,\"\")","v":""},null,{"$f":"IF(AND(H25>=11,H25<14),H25,\"\")","v":""},{"$f":"IF(AND(H25>=14,H25<16.8),H25,\"\")","v":""},{"$f":"IF(AND(H25>=16.8,H25<=19),H25,\"\")","v":""},{"$f":"IF(AND(H25>19,H25<=22.5),H25,\"\")","v":""},{"$f":"IF(AND(H25>22.5,H25<=26),H25,\"\")","v":""},{"$f":"IF(H25>26,H25,\"\")","v":""}]
[null,{"$f":"IF(AND(H25>=0,H25<6),\"Use Clinical Judgement to Proceed with a Functional Analysis.\",\"\")","v":"Use Clinical Judgement to Proceed with a Functional Analysis."},null,null,{"$f":"IF(AND(H25>=6,H25<10), \"Consider revisions to reduce risk.\",\"\")","v":""},null,{"$f":"IF(AND(H25>=10,H25<14), \"Do not proceed without lowering risk.\",\"\")","v":""},null,null,{"$f":"IF(AND(H25>=14,H25<=19), \"Do not proceed, make immediate revisions to FA protocol.\",\"\")","v":""},null,{"$f":"IF(H25>19,\"Do not proceed, seek consultation, supervision, and or additional resources.\",\"\")","v":""}]
[]
["After completing risk evaluation tool click on risk reduction, validity, and considerations tabs."]

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[null,"Risk and Safety Assessment","Recommendation","References"]
[null,"If a medical rule out is required for the behavior in question, then…","o Consult a medical professional to provide medical rule out for the behavior before conducting the FA.","(Iwata, Dorsey, Slifer Baumen, & Richman, 1994) "]
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[null,"If the clinician who is responsible for conducting the FA does not have experience conducting FAs of this type or nature…","o Consider requesting additional supervision, by contacting experienced clinicians.","(BACB, 2012; BACB, 2017)"]
[null,"If special arrangements for the treatment room or to the environment are required, then...","o Consider removing choking hazards, hard edges, and/or using a padded room. Clear the room of other objects that are potentially harmful if thrown, broken, or otherwise disrupted. If possible use grounded furniture, or have no furniture present. ","(Matson, 2012)"]
[null,null,{"$f":"IF(C1>3, 1,\"\")","v":""}]
[null,null,"o Use safe instructional material and reinforcers. If assessing pica use safe ingestibles, or prevent access by blocking or increasing response effort for accessing the item e.g. gluing items to a board. Alternatively, you may use novelty items that look like the objects, but are edible (e.g., crayon candy).","(Piazza, Hanley, & Fisher, 1996)"]
[]
[null,null,"o Ensure staff wear appropriate attire (see appendix suggestions) and have protective gear (pads, goggles).","(Marcus et al., 2001)"]
[null,"If there are medical concerns or complications that could interfere with conducting an FA, then…","o Consider requesting a medical professional be present for the FA, and if necessary setup an examination time in between conditions. Determine if medical equipment could be dangerous in FA (e.g., oxygen tanks, walking sticks, IV poles).","(Iwata, Dorsey, Slifer Baumen, & Richman, 1994) "]
[]
[null,null,"o If there are there medical complications that prevent response blocking (e.g., brittle bones), consider using environmental modifications that would prevent injury such as using a padded room or protective equipment.","(Matson, 2012)"]
[null,"If there are concerns regarding time restrictions (e.g., challenges staying in one position, be actively engaged, or stay awake)…","o Consider conducting single test procedures across days, reducing session time, or conducting the FA in more naturalistic conditions. There is the potential to utilize the: Brief, Latency, Trial-Based, or Single Function FAs.","(Brief - Northup et al., 1991; Wallace & Iwata, 1999\nTrial Based - Bloom, Iwata, Fritz, Roscoe, & Carreau, 2011\nLatency - Call, Pabico, & Lomas, 2009)"]
[null,"If there is reason to believe a single function or condition maintains the behavior (e.g., automatically maintained), then…","o Consider using a single-function test. For behavior reported to be maintained automatically, use a screening procedure of 5 minute alone or no interaction probes with 2 minute breaks forgoing other conditions. Use at least three probes, however, if behavior goes to 0 rates it is likely maintained by social reinforcement, otherwise if it maintains in screening it is likely automatically maintained.","(Querim et al., 2013)"]
[null,"If the challenging behavior could result in serious harm to self or others…","o If there are there are reliable precursor behaviors, consider using precursor behaviors instead of target behavior if they are less dangerous. ","(Lalli, Mace, Wohn, & Livezey, 1995 )"]
[null,null,{"$f":"IF(C2>3, 1, \"\")","v":""}]
[null,null,"o Can NCR, timing of reinforcers or demands be used to reduce danger? Safety equipment could be used to reduce harm, while using a latency based FA.","(Wallace, Iwata, Zhou, & Goff, 1999)"]
[]
[null,null,"o Consider costs of proceeding versus not conducting the FA. If FA is not conducted consider alternative procedures, such as a choice analysis.","(Berg, et al., 2007)"]
[null,"If the behavior in question occurs in dangerous settings (e.g., while driving, or crossing the road), or involves elopement to dangerous conditions where social safety skills are needed, then…","o Consider conducting the FA under simulated safe conditions, and using generalization probes in your intervention.","(Anderson, Freeman, & Scotti, 1999)"]
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[null,null,"o If needed, use a team of trained confederates to maintain the safety of client in a public setting using a suitable distance to prevent others inadvertently interfering in the FA while keeping line of sight.","(Tarbox, Wallace, Tarbox, Landaburu, & Williams, 2004)"]
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[null,null,"o Use a 2-room strategy, where one door opens to a sealed corridor or similar safe area, to minimize risks.","(Call, Pabico, Findley, & Valentino, 2011; Piazza et al., 1997)"]
[null,"If you are unsure how behaviorally escalated the individual could become as a result of the FA, then…","o Consider having a supervising BCBA with crisis management training present. ","(Poling, Austin, Peterson, Mahoney, & Weeden, 2012)"]
[null,null,{"$f":"IF(B2>3, 1, \"\")","v":""}]
[null,null,"o Consider having the maximum number of staff available for the FA needed to redirect the individual in the worst case crisis situation.","(Wiskirchen, Deochand, and Peterson, 2017)"]
[null,"What if more intense problem behavior occurs in the FA?","o This is unlikely, considering target behavior is typically reinforced rapidly in the FA. There might be higher rates of the behavior in the FA, but generally the severity, at least for SIB, has been similar inside and outside of the FA.","(Kahng et al., 2015)"]
[]
[null,null,"o However, anticipate extinction of appropriate behavior, which could result in emotional behavior. If problem behavior escalates, perhaps instances of target behavior are not being captured (revise operational definitions)."]
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[null,null,"o Note that the contingencies presented in the FA are likely occurring outside of the FA, but during the FA the behavior is heavily monitored under safe conditions compared to outside the FA. ","(Kahng et al., 2015)"]
[null,"If there is a risk that the FA will adversely impact the scheduled activities after the FA…","o Consider ending with a control condition and having a break before going back on schedule.","(BACB, 2014)"]
[null,"If the target behavior occurs directly after the FA with no evidence it will extinguish and serious harm to self or others…","o In the worst-case scenario consider reinforcing the target behavior to calm the individual in order to prevent further harm. If reinforcing the target behavior could serve to minimize risk do so, but be sensitive to how this will impact future treatment."]
[null,"If there are no session termination criteria…","o Behavioral Termination Criteria - Consider inserting under what conditions the FA should be stopped, or where no effective behavioral data could be gathered (e.g., transference, false positives, before it reaches the safety criteria). ","(Weeden, Mahoney, & Poling, 2010)"]
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[null,null,"o Medical Termination Criteria - Consider consulting a medical professional regarding decisions on physical safety for a medical termination criteria.","(Kahng et al., 2015)"]
[null,"When the individual is highly verbal and engages in dangerous behavior you might be able to…","o If the client is able to follow rule governed statements, and does not appear to be trying to deceive the assessor, provide a rule statement before the client engages in the target behavior (e.g., \"if you get upset drop this pen\"). This may reduce behavior intensity, but the implications of assessment of verbal behavior and challenging behaviors is still in the preliminary stages.","(Hastings & Brown, 2000)"]
[null,"If a risk assessment precludes conducting a functional analysis for reasons of safety or feasability…","o Then consider alternatives to ascertaining function such as (1) modified choice analysis, (2) reinforcer assessment, or (3) structural analysis.","(Berg, et al., 2007; "]
[]
[null,null,"o Although relying on descriptive methods might yield false positives (demand function misinterpreted as attention), false negatives (if no requests are made of kid)*, it might be possible to avoid some of these issues by conducting a contingency space analysis. This requires analyzing both the conditional probability of reinforcement for both behavior occurrence and non-occurrence**","(* Hanley, 2012; **Martens, Digennaro, Reed, Szchech, & Rosenthal, 2008)"]
[null,"If the source of the stimulation maintaining the behavior cannot be simulated, (e.g., in the case of eye poking) and needs immediate treatment, then…","o Consider response interruption disrupting with the response-reinforcer relationship","(Kennedy & Souza, 1995)"]
[]
[null,null,"o Determine what other stimulus class (tactile, visual, auditory, taste) operates as an alternative reinforcer by conducting a reinforcer assessment, and consider offering a package of reinforcing stimuli for alternative behavior.","(Carter & Wheeler, 2007)"]

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[]
[null,"Validity Assessment","Recommendation","References"]
[null,"If you are unsure about what order to proceed in the functional behavior assessment when conducting: indirect, or descriptive assessments, and functional analyses.","o Consider gathering more descriptive data utilizing open-ended interviews to guide the development of the functional analysis. ","(Hanley, 2012)"]
[]
[null,null,"o There may not be a strong rationale for proceeding from a least to most hierarchy – indirect – direct – to FA*, however, basing treatment decisions upon functional assessment are likely to be more effective and less restrictive.**","(*Hanley, 2012; Hastings, & Noone, 2005; **Sipes & Matson, 2012)"]
[null,"If you are unsure what dependent variables to track during the FA…","o Then utilize the model for selecting measurement procedures based on the decision tree below.","(Leblanc, Raetz, Sellers, & Carr, 2015)"]
[null,"If protective equipment is already in place and could restrict FA results…","o Consider safety/ protective equipment that is less restrictive, but more environmental safety features. Consider conducting an arm splint analysis or other rapid restraint analysis to identify a functional level of flexion to engage in target behavior (and adaptive behavior) while also maintaining safety. Note that this might also guide the restraint fading process.","(Deshais, Fisher, Hausman, & Kahng, 2015; Wallace, Iwata, Zhou, & Goff, 1999)"]
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[null,null,"o Note whether protective equipment is on/ or off could impact FA results. Does protective equipment need to be considered as a tangible?","(Borrero, Vollmer,\nWright, Lerman, & Kelley, 2002)"]
[null,"To ensure the procedural integrity of your FA…","o You should always have a written protocol and note relevant conditions e.g. proximity, stimulus changes are consistent."]
[]
[null,"If the behavior in question is elopement with an attention function implicated, and you have a room where a client can elope safely to a self-contained area away from unsafe areas, then consider…","o Retrieving the individual could garner increased attention. Using a fixed time schedule to return the individual back to the room could minimize confounds due to increased physical attention, and allow multiple chances for the elopement to occur.","(Piazza, Hanley,  Bowman, Ruyter, Lindauer, & Saiontz, 1997)"]
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[null,null,"o If a multielement design reveals undifferentiated results, this could be due to the individual having difficulty discriminating between the conditions, especially between attention and ignore. Therefore, conducting a pairwise assessment could be helpful in determining if one or both functions are operative."]
[null,"A false positive could result if the number or type of demands occur at an unscheduled/ unspecified rate.","o Try to explicitly delineate when and what type of demands will be delivered based on socially valid criteria that matches what occurs in the natural environment, or under typical expectations of an individual of that age.","(Hanley, Iwata, & McCord, 2003)"]
[null,"If in a tangible condition an item is not systematically manipulated e.g. variably moving, eating or playing with an item…","o Consider a systematic manner as to when the staff play, move, or eat an item. This could provide more specific details as to when the target behavior is triggered.","(Vollmer, Roane, & Rone, 2012)"]
[null,"If types of attention might be differentially reinforcing…","o Consider the type, quality, or form of attention your client prefers. For example, some forms of attention to consider are: reprimands, do vs don't requests, using physical contact, statements related to problem behavior, or eye contact etc. Additional considerations might include comntextual variables such as how attention is diverted. For example, the adult diverting attention by engaging in work, playing with another child, or talking another staff member etc.","(Adelinis & Hagopian, 1999; Gardner, Wacker, Boelter, 2013; Kodak, Northup, & Kelley, 2007; Taylor, Sisson, McKelvey, & Trefelner, 1993)"]
[null,"Should tangible items be present in the attention condition of the FA?","o Tangible items might mask effects of attention upon attention maintained behavior. If possible omit using a tangible item, otherwise do not use the most preferred tangibles or novel items in this condition. If an automatic function is expected then incorporating tangible items strategically in the attention condition of the FA could assist in the interpretation of the data.","(McCord & Neef, 2005; Ringdahl, Winborn, Andelman, & Kitsukawa, 2002)"]
[null,"If information is needed regarding both challenging and adaptive behavior in an academic setting for those dually diagnosed with emotional and intellectual impairments... ","o Consdier the structural analysis. This is an antecendent based assessment where in each condition the antecedents and consequences are held constant and then counterbalanced. It has been used to assess the impact of instructional activities and setting events upon adaptive and challenging classroom behavior (see table 1 below containing contextual variables).","(Stichter & Conroy, 2005)."]
[null,"If rapid satiation occurs with reinforcers…","o Conduct a preferences assessment prior to the FA. Have multiple material types and a number of putative reinforcers available*. Alternatively, you could use momentarily effective reinforcers as indicated by current activities or requests**. Consider shortening the play exposure to these stimuli before access is blocked to them.","(**Hanley, 2012; *Vollmer, Roane, & Rone, 2012)"]
[null,"Should you reinforce single response topographies or collapse multiple response topographies in the FA?","o If you use multiple topographies you might be more likely to get results implicating multiple control. ","(Beavers & Iwata, 2011)"]
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[null,null,"o Alternatively you could record and graph the target behaviors separately, and then conduct a within session analysis of the patterns of responding.","(Vollmer, Iwata, Zarcone, Smith,\n& Mazaleski, 1993;\n"]
[null,"If the individual is receiving multiple psychotropic medications which could influence the results of a functional analysis, then…","o Determine if medical professionals are planning on titrating/ discontinuing a medication(s) then consider running the FA before and after major medication changes. Share ongoing behavioral data with the health care professional prescribing medications, as this could inform them of threats to the pharmacological intervention i.e. side-effects, maturation, or tolerance.","(Crosland et al., 2003; Moore, Tervo, McComas, Rivard, & Symons, 2009)"]
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[null,null,"o Note that medications might have differential effects by topography and function, and they might mediate putative reinforcers ","(Crosland et al., 2003) See Med Side-Effect table included in considerations"]
[null,"If prior FA(s) have yielded conflicting/ no results, then…","o Consider longer/ Pair-wise controls, extended ignore/ attention or reversal designs. Continue assessment until results allow for designing a treatment. A progression from brief FA has been suggested in the literature...Brief ->Multi-element->Extended-> Reversal.","(Healey, Ahearn, Graff,  & Libby, 2001; Iwata & Dozier, 2008; Iwata, Duncan, Zarcone, Lerman, & Shore, 1994; Vollmer,  Marcus, Ringdahl, & Roane, 1995)"]
[null,"When behavior is low rate, occurs in bursts or clusters…","o Consider manipulating MO using matched controls. Conduct preference assessment prior to conducting FA. A Brief FA might not be suitable, instead consider extended session durations.","(Davis, Kahng, Schmidt, Bowman, & Boelter, 2012; Tarbox, Wallace, Tarbox, Landaburu, & Williams, 2004)"]
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[null,"If you need to evaluate when behaviors are under the control of culturally specific contexts…","o It may not be enough to exposure the client to culturally relevant stimuli in an FA, but examine the reaction of those belonging to the same group to test stimuli in order to ascertain whether it is a socially appropriate reponse within their social grouping.","(Tanaka-Mastumi, Seiden, & Lam, 1996)"]
[null,"If the target behavior does not occur with strangers, then…","o Staff should build rapport prior to FA session, otherwise a false negative could result for the attention condition. ","(Thomason-Sassi, Iwata, & Fritz, 2013)"]
[]
[null,null,"o Consider training the parents, familiar staff or siblings to complete the FA, and or use video technology to observe.","(Peterson, Derby, Berg, & Horner, 2002; Pindiprolu, Peterson, Rule, & Lignugaris/Kraft, 2003; Thomason-Sassi, Iwata, & Fritz, 2013)"]
[null,"If the behavior only occurs in specific locations, events/ activities (such as transitions), or the child refuses to go to treatment room…","o Know which conditions result in target behavior, and create safe simulations. Consider what discriminative stimuli will be incorporated in test/control conditions e.g. whether demands are gestural, physical, verbal, short or long etc. Determining specific reinforcers could alter the results for the FA conditions.","(Conners, Iwata, Kahng, Hanley, Worsdell, & Thompson, 2000)"]
[null,"What if the problem behavior is triggered by interrupting ritualistic behavior or ongoing activities…","o Sometimes there are idiosyncratic functions for problem behavior that can be challenging to formulate within the traditional FA. You may use interrupting the ritual or ongoing activity as a condition to evaluate the problem behavior, noting that differential interruptions might garner differential repsonses (see table 2 below).","(Adelinis & Hagopian, 1999; Hausman, Khang, Farrell, & Mongeon, 2009)"]
[null,"If the behavior is covert or hard to discriminate, then…","o Consider using cameras in FA or one-way observation mirrors. Covert probes or using permanent product measures. Collecting IOA could be more challenging, ensure that operational definitions of behaviors are described clearly (consent likely required when privacy issues involved e.g. camera monitoring). This strategy can also be applied to phone applications and computers, using tracking softwares for online related activity.","(Cowdery, Iwata, & Pace, 1990)"]
[null,"If there is a concern that an emergent target behavior could be created during the FA…","o *Be specific with topographies being reinforced, ** but note that even blocking access to a reinforcer could induce aggression.","(*Hanley, Iwata, & McCord, 2003; ** Hagopian & Adelinis, 2001)"]
[]
[null,"What if the FA implicates a contingency maintaining problem behavior, but that contingency never occurs in the natural environment?","o Consider revising functional analysis conditions based on descriptive data, or more types of descriptive data, and consider modifying the functional analysis conditions based on these data.","(*Lerman & Iwata, 1993; **Galiatsatos & Graff, 2003; ***Shirley, Iwata, & Kahng, 1999)."]
[null,"If automatic function is implicated when                        (1) constant  and variable levels occur across all conditions,                                 (2) high levels when ambient stimulation is low,                     (3) highest levels during alone or control conditions…","o Determine if the behavior is maintained by automatic positive or negative reinforcement, and evaluate if functionally matched treatment can be delivered by utilizing the decision tree below, which evaluates \"subsequent\" effects of treatment removal. Note that non-contingent access to preferred stimulation can be utilized in conjunction with the matched treatment in an effort to reduce immediate levels of automatically maintained behavior."," (Lanovaz, Rapp, & Fletcher, 2010)"]
[]
[null,null,"o Data suggests that cases with high levels in alone compared to play or other FA conditions (2 or 3) are more responsive to reinforcement alone treatments. If variable across conditions (1) examine if self-restraint is co-occuring in the FA condition and whether this is adding to the variability of the data.","(Hagopian, et al., 2017)"]
[null,"If there are:                                       (1) discrepancies between interview information\nand FA results,                                (2) different results for identical FA conditions conducted\nacross different settings,             (3) results that vary\nacross days in the same FA condition\nconducted in the same setting,  (4) within patterns of responding within the FA.","o This could suggest an operative idiosyncratic variable influencing the FA results. Social situations triggering target behavior might be very specific e.g. adult-adult interaction vs adult-child interaction, having a sibling in the room etc.","(Carr, Yarbrough, & Langdon, 1997; Hanley, Iwata, & McCord, 2003; Taylor, Sisson, McKelvey, & Trefelner, 1993)"]
[]
[null,null,"o More than 30 idiosyncratic variables have been implicated in causing ambiguous FA results (see table below)*. Researchers have also developed an indirect assessment questionnaire to assist informing the modified or synthesized analysis conditions** (see the article's supplemental materials to access the tool).","(*Schlichenmeyer, et al., 2013; **Roscoe, Schlichenmeyer, & Dube, 2015)"]
[null,"If direct assessments continue to conflict with the functional analysis and treatment does not appear to be reducing target bx.","o Utilize FA results and examine if direct assessment continues to differ from identified functions. If it continues to do so, then conduct another functional analysis using the current data to assist in creating the conditions."]
[null,"If the client only has a mild disability and indicates that they knew they were being tested and tried not to engage in problem behavior, then…","o In addition to covert observations or contingency space analysis, consider conducting an interview with the client (depending on verbal skill) to determine if the individual can identify triggers of their problem behavior.","(Martens, Digennaro, Reed, Szchech, & Rosenthal, 2008)"]
[null," If undifferentiated responding occurs and you are not convinced of an automatic function?","o Analyze within session patterns of responding of the FA data to gather more detail regarding behavior occurrence.","(Vollmer, Iwata, Zarcone, Smith,\n& Mazaleski, 1993)"]
[]
[null,null,"o Extended alone or no interaction conditions, allowing decreases resulting from extinction and minimizing transference between conditions.","(Fischer; Vollmer, Iwata, Duncan, & Lerman, 1993)"]
[null,"What if the problem behavior is not likely to occur under single or traditional analogue conditions of an FA?","o Brief FAs might not be suitable for target behavior that does not occur at high frequency. If extended FA conditions are not sufficient, consider reinforcing an alternative response and put it on extinction.","(Derby et al., 1992)"]
[]
[null,null,"o Consider using the contexts under which challenging behavior typically occurs when functions are combined/ synthesized e.g. escaping to a tangible etc. If challenging behavior occurs under specific verbal contexts, such as when others do not comply with the client's mands, then use these conditions in the FA.","(Berg et al., 2007; Eluri, Andrade, Trevino, & Mahmoud, 2016; Hanley, Jin, Vanselow, & Hanratty, 2014)"]
[null,"There are clear triggers but they do not fit the traditional operant model.","o Respondent conditioning can elicit behavior. Some phobias, or factors like social avoidance, could require training coping skills, habituation, and reducing anxiety.","(Carr, 1994; Romanczyk, 1985)"]
{"$rows_empty":36}
[null,"*Association for Behavior Analysis International - ABAI © "]
[null,"From: LeBlanc, L. A., Raetz, P. B., Sellers, T. P., & Carr, J. E. (2016). A Proposed Model for Selecting Measurement Procedures for the Assessment and Treatment of Problem Behavior. Behavior Analysis in Practice, 9(1), 77–83. Publisher ABAI and published online: 13 October 2015, reproduced/adapted with permission. This model (table and decision tree) was developed as part of the Clinical Standards initiative at Trumpet Behavioral Health"]
{"$rows_empty":7}
[null,"Table I. Examples of Contextual Variables for Structural Analyses"]
[]
[null,"Environmental Factors"]
[null,"  Changes in the environment"]
[null,"  Overcrowding"]
[null,"  Excessive visual/auditory stimuli"]
[null,"  Seating Arrangement"]
[null,"  Temperature/Lighting"]
[null,"  Variety of Materials"]
[null,"  Equipment/Materials Presentation"]
[null,"  Organization of Materials"]
[null,"  Classroom Management & Organization"]
[null,"  Rules & Routines Predictability"]
[null,"  Schedule of Activities"]
[null,"  Contingencies"]
[null,"  Availability and implementation of reinforcers"]
[null,"Curricular & Instructional Factors"]
[null,"  Task difficulty"]
[null,"  Length of assignment"]
[null,"  Nature of task"]
[null,"  Pace of instruction"]
[null,"  Appropriateness of Task (age and interest level)"]
[null,"  Frequency of Demands"]
[null,"  Level of assistance and clarity of directions"]
[null,"  Opportunities for choice"]
[null,"  Preference"]
[null,"Social Structure and Interactions"]
[null,"  Teacher expectations"]
[null,"  Peer interactions"]
[null,"  Staff Ratio"]
[null,"  Previous negative interactions"]
[null,"  Age and number of peers"]
[null,"  Amount and access to attention"]
[null,"  Amount of supervision"]
[null,"  Tone/Volume of teacher’s voice"]
[null,"  Privacy of feedback/reprimands"]
[null,"  Opportunities to respond"]
[null,"  Proximity"]
[]
[]
[null,"From: Stichter, J. P., & Conroy, M. A. (2005). Using structural analysis in natural settings: A responsive functional assessment strategy. Journal of Behavioral Education, 14(1), 19-34.  Publisher Kluwer Academic Publishers-Plenum and published online: January 2005, reproduced/adapted with permission."]
{"$rows_empty":9}
[null,"Table 2"]
[null,"Stimulus parameter ","Article References"]
[null,"Social-negative reinforcement"]
[null,"   Antecedent events"]
[null,"Specific type of task","o Butler, L. R., & Luiselli, J. K. (2007). Escape-maintained problem behavior in a child with autism: Antecedent functional analysis and intervention evaluation of noncontingent escape and instructional fading. Journal of Positive Behavior Interventions, 9(4), 195–202."]
[null,null,"o Roscoe, E. M., Rooker, G. W., Pence, S. T., & Longworth, L. J. (2009). Assessing the utility of a demand assessment for functional analysis. Journal of Applied Behavior Analysis, 42(4), 819–825."]
[null,"Aspects of task (difficulty, preference, amount)","o Boelter, E. W., Wacker, D. P., Call, N. A., Ringdahl, J. E., Kopelman, T., & Gardner, A. W. (2007). Effects of antecedent variables on disruptive behavior and accurate responding in young children in outpatient settings. Journal of Applied Behavior Analysis, 40(2), 321–326."]
[null,null,"o Call, N. A.,Wacker, D. P., Ringdahl, J. E., & Boelter, E.W. (2005). Combined antecedent variables as motivating operations within functional analyses. Journal of Applied Behavior Analysis, 38(3), 385–389."]
[null,null,"o Ebanks, M. E., & Fisher,W.W. (2003). Altering the timing of academic prompts to treat destructive behavior maintained by escape. Journal of Applied Behavior Analysis, 36(3), 355–359."]
[null,null,"o Moore, J. W., & Edwards, R. P. (2003). An analysis of aversive stimuli in classroom demand contexts. Journal of Applied Behavior Analysis, 36(3), 339–348."]
[null,"Instructional style (tone)","o Borrero, C. S. W., Vollmer, T. R., & Borrero, J. C. (2004). Combining descriptive and functional analysis logic to evaluate idiosyncratic variables maintaining aggression. Behavioral Interventions, 19(4), 247–262."]
[null,"Instructional style (prompt type or delay)","o Ebanks, M. E., & Fisher,W.W. (2003). Altering the timing of academic prompts to treat destructive behavior maintained by escape. Journal of Applied Behavior Analysis, 36(3), 355–359."]
[null,null,"o Tiger, J. H., Fisher, W. W., Toussaint, K. A., & Kodak, T. (2009). Progressing from initially ambiguous functional analyses: Three case examples. Research in Developmental Disabilities, 30(5), 910–926."]
[null,"Instructional style (wording)","o Northup, J., Kodak, T., Grow, L., Lee, J., & Coyne, A. (2004). Instructional influences on analogue functional analysis outcomes. Journal of Applied Behavior Analysis, 37(4), 509–512."]
[null,"Level of social attention","o Call, N. A., Wacker, D. P., Ringdahl, J. E., Cooper-Brown, L. J., & Boelter, E. W. (2004). An assessment of antecedent events influencing noncompliance in an outpatient clinic. Journal of Applied Behavior Analysis, 37(2), 145–147."]
[null,null,"o Moore, J. W., & Edwards, R. P. (2003). An analysis of aversive stimuli in classroom demand contexts. Journal of Applied Behavior Analysis, 36(3), 339–348."]
[null,"Client location","o Le, D. D., & Smith, R. G. (2002). Functional analysis of self-injury with and without protective equipment. Journal of Developmental and Physical Disabilities, 14(3), 277–290."]
[null,"Continuous attention","o Hagopian, L. P., Wilson, D. M., & Wilder, D. A. (2001). Assessment and treatment of problem behavior maintained by escape from attention and access to tangible items. Journal of Applied Behavior Analysis, 34(2), 229– 232."]
[null,null,"o Tiger, J. H., Fisher, W. W., Toussaint, K. A., & Kodak, T. (2009). Progressing from initially ambiguous functional analyses: Three case examples. Research in Developmental Disabilities, 30(5), 910–926."]
[null,"Walking","o Volkert, V. M., Lerman, D. C., Call, N. A., & Trosclair-Lasserre, N. (2009). An evaluation of resurgence during treatment with functional communication training. Journal of Applied Behavior Analysis, 42(1), 145–160."]
[null,"Transitions","o McCord, B. E., Thomson, R. J., & Iwata, B. A. (2001). Functional analysis and treatment of self-injury associated with transitions. Journal of Applied Behavior Analysis, 34(2), 195–210."]
[null,"Social-positive reinforcement"]
[null,"   Antecedent events"]
[null,"Therapist leaves room ","o Edwards, W. H., Magee, S. K., & Ellis, J., (2002). Identifying the effects of idiosyncratic variables on functional analysis outcomes: A case study. Education and Treatment of Children, 25, 317–330."]
[null,"Attending to another’s problem behavior","o Kuhn, D. E., Hardesty, S. L., & Luczynski, K. (2009). Further evaluation of antecedent social events during functional analysis. Journal of Applied Behavior Analysis, 42(2), 349–353."]
[null,"Combine Mos","o Call, N. A.,Wacker, D. P., Ringdahl, J. E., & Boelter, E.W. (2005). Combined antecedent variables as motivating operations within functional analyses. Journal of Applied Behavior Analysis, 38(3), 385–389."]
[null,null,"o Dolezal, D. N., & Kurtz, P. F. (2010). Evaluation of combined-antecedent variables on functional analysis results and treatment of problem behavior in a school setting. Journal of Applied Behavior Analysis, 43(2), 309– 314."]
[null,"Therapist consumes edible item (tangible)","o Kuhn, D. E., Hardesty, S. L., & Luczynski, K. (2009). Further evaluation of antecedent social events during functional analysis. Journal of Applied Behavior Analysis, 42(2), 349–353."]
[null,"Assign ownership (tangible)","o Kuhn, D. E., Hardesty, S. L., & Luczynski, K. (2009). Further evaluation of antecedent social events during functional analysis. Journal of Applied Behavior Analysis, 42(2), 349–353."]
[null,"   Consequent events"]
[null,"Specific type of attention","o Kodak, T., Northup, J., & Kelley, M. E. (2007). An evaluation of the types of attention that maintain problem behavior. Journal of Applied Behavior Analysis, 40(1), 167–171."]
[null,"Attention delivered by specific person","o Tiger, J. H., Fisher, W. W., Toussaint, K. A., & Kodak, T. (2009). Progressing from initially ambiguous functional analyses: Three case examples. Research in Developmental Disabilities, 30(5), 910–926."]
[null,"Alternative behavior","o Hagopian, L. P., Bruzek, J. L., Bowman, L. G., & Jennett, H. K. (2007). Assessment and treatment of problem behavior occasioned by interruption of free-operant behavior. Journal of Applied Behavior Analysis, 40(1), 89– 103."]
[null,"Ritualistic behavior","o Falcomata, T. S., Roane, H. S., Feeney, B. J., & Stephenson, K. M. (2010). Assessment and treatment of elopement maintained by access to stereotypy. Journal of Applied Behavior Analysis, 43(3), 513–517."]
[null,null,"o Hausman, N., Kahng, S., Farrell, E., & Mongeon, C. (2009). Idiosyncratic functions: Severe problem behavior maintained by access to ritualistic behaviors. Education andTreatment of Children, 32(1), 77–87."]
[null,"Walks","o Ringdahl, J. E., Christensen, T. J., & Boelter, E.W. (2009). Further evaluation of idiosyncratic functions for severe problem behavior: Aggression maintained by access to walks. Behavioral Interventions, 24(4), 275–283."]
[null,"Wheelchair movement","o DeLeon, I. G., Kahng, S., Rodriguez-Catter, V., Sveinsdottir, I., & Sadler, C. (2003) Assessment of aberrant behavior maintained by wheelchair movement in a child with developmental disabilities. Research in Developmental Disabilities, 24(5), 381–390."]
[null,"Preferred conversations","o Roscoe, E. M., Kindle, A. E., & Pence, S. T. (2010). Functional analysis and treatment of aggression maintained by preferred conversational topics. Journal of Applied Behavior Analysis, 43(4), 723–727."]
[null,"Restraint materials","o Rooker, G.W.,& Roscoe, E. M. (2005). Functional analysis of self-injurious behavior and its relation to selfrestraint. Journal of Applied Behavior Analysis, 38(4), 537–542."]
[null,"Active play (tangible)","o McLaughlin, T. F., Derby, K. M., Gwinn, M., Taitch, H., Bolich, B.,Weber, K. P.,…Williams, R. L. (2003). The effects of active and violent play activities on brief functional analysis outcomes. Journal of Developmental and Physical Disabilities, 15(2), 93–99."]
[null,"High preference or low preference (tangible)","o Mueller,M. M., Wilczynski, S. M.,Moore, J.W., Fusilier, I., & Trahant, D. (2001). Antecedent manipulations in a tangible condition: Effects of stimulus preference on aggression. Journal of Applied Behavior Analysis, 34(2), 237–240."]
[null,null,"o Wilder, D. A., Harris, C., Reagan, R., & Rasey, R. (2007). Functional analysis and treatment of noncompliance by preschool children. Journal of Applied Behavior Analysis, 40(1), 173–177."]
[null,"Music (tangible)","o Carey, Y. A., & Halle, J. W. (2002). The effects of an idiosyncratic stimulus on self-injurious behavior during task demands. Education and Treatment of Children, 25, 131–141."]
[null,"Peer attention","o Flood, W. A., Wilder, D. A., Flood, A. L., & Masuda, A. (2002). Peer-mediated reinforcement plus prompting as treatment for off-task behavior in children with attention deficit hyperactivity disorder. Journal of Applied Behavior Analysis, 35, 199–204."]
[null,null,"o Skinner, J. N., Veerkamp,M. B., Kamps, D. M.,& Andra, P. R. (2009). Teacher and peer participation in functional analysis and intervention for a first grade student with attention deficit hyperactivity disorder. Education and Treatment of Children, 32, 243–266."]
[null,"Combine consequences","o Mann, A. J., & Mueller, M. M. (2009). False positive functional analysis results as a contributor of treatmentfailure during functional communication training. Education and Treatment of Children, 32, 121–149."]
[null,"Automatic reinforcement"]
[null,"Include leisure items in alone condition","o Carter, S. L., Devlin, S., Doggett, R. A., Harber, M. M., & Barr, C. (2004). Determining the influence of tangible items on screaming and hand mouthing following an inconclusive functional analysis. Behavioral Interventions, 19(1), 51–58."]
[null,null,"o Tiger, J. H., Hanley, G. P., & Bessette, K. K. (2006). Incorporating descriptive assessment results into the design of a functional analysis: A case example involving a preschooler’s hand mouthing. Education and Treatment of Children, 29, 107–124."]
[null,"Contextual variables"]
[null,"Noise","o McCord, B. E., Iwata, B. A., Galensky, T. L., Ellingson, S. A., & Thomson, R. J. (2001). Functional analysis and treatment of problem behavior evoked by noise. Journal of Applied Behavior Analysis, 34, 447–462."]
[null,"Illness","o Carter, S. L. (2005). An empirical analysis of the effects of a possible sinus infection and weighted vest on functional analysis outcomes of self-injury exhibited by a child with autism. Journal of Early and Intensive Behavior Intervention, 2, 252–258."]
[null,"Rapport","o McLaughlin, D. M., & Carr, E. G. (2005). Quality of rapport as a setting event for problem behavior: Assessment and intervention. Journal of Positive Behavior Interventions, 7(2), 68–91."]
[null,"Settings","o Lang, R., O’Reilly, M. F., Machalicek, W., Lancioni, G., Rispoli, M., & Chan, J. M., (2008). A preliminary comparison of functional analysis results when conducted in contrived versus natural settings. Journal of Applied Behavior Analysis, 41(3), 441–445."]
[null,null,"o Lang, R., O’Reilly, M. F., Lancioni, G., Rispoli, M., Machalicek, W., Chan, J. M., … Franco, J. (2009). Discrepancy in functional analysis results across two settings: Implications for intervention design. Journal of Applied Behavior Analysis, 42(2), 393–397."]
[null,null,"o Lang, R., Davis, T.,O’Reilly,M. F., Machalicek,W., Rispoli, M., Sigafoos, J., … Regester, A. (2010). Functional analysis and treatment of elopement across two school settings. Journal of Applied Behavior Analysis, 43(1), 113– 118."]
[null,"Therapist","o Butler, L. R., & Luiselli, J. K. (2007). Escape-maintained problem behavior in a child with autism: Antecedent functional analysis and intervention evaluation of noncontingent escape and instructional fading. Journal of Positive Behavior Interventions, 9(4), 195–202."]
[null,null,"o English, C. L., & Anderson, C. M. (2004). Effects of familiar versus unfamiliar therapists on responding in the analog functional analysis. Research in Developmental Disabilities, 25(1), 39–55."]
[null,null,"o Huete, J. M., & Kurtz, P. F. (2010). Therapist effects on functional analysis outcomes with young children. Research in Developmental Disabilities, 31(3), 804–810."]
[null,null,"o McAdam, D. B., DiCesare, A., Murphy, S., & Marshall, B. (2004). The influence of different therapists on functional analysis outcomes. Behavioral Interventions, 19(1), 39–44."]
[]
[null,"From: Schlichenmeyer, K. J., Roscoe, E. M., Rooker, G. W., Wheeler, E. E., & Dube, W. V. (2013). Idiosyncratic variables that affect functional analysis outcomes: A review (2001–2010). Journal of Applied Behavior Analysis, 46(1), 339-348. Publisher John Wiley and Sons and published online: February 20th 2013, reproduced/adapted with permission."]

{"sheet":"Considerations","index":4,"n_rows":51,"n_cols":4,"rows_kept":51,"merged":[[4,1,6,1],[12,1,13,1],[12,2,13,2],[12,3,13,3],[14,1,18,1],[19,1,21,1],[22,1,24,1],[49,1,49,3],[50,1,51,3]]}
[]
[]
[null,"Considerations","Recommendations","References"]
[null,"If the FA would unreasonably delay the onset of treatment, or cannot be conducted because consent is not forthcoming.","o Formulate and test hypotheses as to the maintaining variables for the problem behavior, and continue to collect assessment data to refine programming.","(Sipes & Matson, 2012)"]
[null,"If you have a clear understanding of the causes of the behavior, then…","o Consider writing a behavioral intervention plan and conduct the FA later, if only to confirm the function is stable. "]
[]
[null,null,"o Alternatively, consider conducting a (1) component analysis of treatment, (2) hierarchical assessment (delivery one at a time). These could assist in fading non-essential elements of treatment.","(Cooper et al., 1995)"]
[null,"If the challenging behavior is on a decreasing trend based on a currently in place intervention…","o Consider identifying the cause (see above recommendations), and not conducting the FA.","(Cooper et al., 1995)"]
[null,"If there is a lack of acceptance regarding the functional analysis or experimental conditions…","o Consdier educating all involved regarding the rationale for reinforcing challenging behavior in the FA, or consider conducting alternative assessments, like the structural analysis, especially if these results help provide information regarding contextual factors related to challenging behavior.","(Stichter & Conroy, 2005)."]
[null,"If the client has a dual diagnosis (mental health and DD), then…","o Consider having a clinical psychologist/ psychiatrist present during FA, or consult with them during the assessment process.","(Matson et al., 2003; Patel, Pratt, & Patel, 2008; )"]
[null,"If parents are concerned regarding conducting the FA or unsure about the informed consent process","o Parents should be allowed to watch the FA. Consider offering the parents the opportunity to conduct the FA. Debrief them. Inform them that they can at any point change their mind and terminate the FA.","(Doughty, Poe, & Anderson, 2005)"]
[null,"If there are known allergies…","o Avoid using those for reinforcers."]
[null,"If the FA is only needed to clarify a particular hypothesis regarding a function…    ","o Consider using the Single function FA.","(Hanley, 2012)"]
[]
[null,"If the behavior only occurs with combined/ synthesized functions","o Consider utilizing conditions involving a combination of functions (e.g., diverted attention or tangible + attention which could look like playing a board with others).","(Mann & Mueller, 2009)"]
[]
[null,null,"o If functions alternate rapidly within sessions consider utilizing a changing contingency condition to evaluate what functions switch most regularly. Sometimes interruptions to ongoing activities or transitions to less reinforcing environments are worthy of evaluation.","(Labelle & Charlop-Christy, 2002)"]
[]
[null,null,"o Ensure that FCT is used to request the combined reinforcer.","(Mann & Mueller, 2009) "]
[null,"If there are concerns that medications are causing side-effects that trigger or mediate target behavior by serving as establishing operations, mediating reinforcers or aversive stimuli….","o FA's can be used ascertain behavioral differences resulting from pharmaceutical interventions. One way could be to conduct an FA first after a drug is taken and, then if approved by medical staff, when it is not taken. Otherwise an FA could be conducted after the drug is accidentally missed, or at the latest point in the day before the next dose. Extended evaluation might be required.","(Cooper, Wacker, Millard, Derby, Cruikshank, & Rogers, 1993)"]
[]
[null,null,"o There are assessment tools to measure medication side effects (see * for a comprehensive assessment battery). Often if side effects are noted, another drug is prescribed to mediate those symptoms. A behavioral approach could be to conduct a functional assessment of the side effects in relation to the behavior of concern i.e. assess stimulus control/ attention shifting, night time behavior, repetitive behavior, gross and fine motor skills **. (see table below on potential side effects)","(*Matson, Mayville, & Laud, 2003; **Valdovinos & Kennedy, 2004)"]
[null,"How do I interpret the results of the functional analysis?","o Graph the results and visually inspect them. If there are not easily identifiable differentiated results between conditions, seek consultation from BCBAs with more experience, and use some decision making tools to assist in visual interpretation.","(Hagopian, Fisher, Thompson, Owen-DeSchryver, Iwata, & Wacker, 1997)"]
[]
[null,null,"o Sometimes carryover effects make it challenging to interpret the FA data. Utilizing a design changes like extended alone phase, longer session durations, and a pairwise experimental design could lead to clearer outcomes, otherwise altering programmed antecedents or consequences might be necessary.","(Hagopian et al.,\n2013)"]
{"$rows_empty":24}
[null,"Association for Behavior Analysis International - ABAI © "]
[null,"From: Valdovinos, M. G., & Kennedy, C. H. (2004). A behavior-analytic conceptualization of the side effects of psychotropic medication. The Behavior Analyst, 27(2), 231. Publisher ABAI and published online: Fall 2004, reproduced/adapted with permission."]

{"sheet":"References","index":5,"n_rows":84,"n_cols":1,"rows_kept":84}
["References"]
["Adelinis, J. D., & Hagopian, L. P. (1999). The use of symmetrical “do” and “don't” requests to interrupt ongoing activities. Journal of Applied Behavior Analysis, 32, 519-523. doi:10.1901/jaba.1999.32-519 "]
["Anderson, C. M., Freeman, K. A., Mullen, K. B., & Scotti, J. R. (1999). The School Consultation Project: Functional assessment and educative intervention for excess behavior in various community environments. Behavioral intervention: Principles, models, and practices, 319-337."]
["Behavior Analyst Certification Board. Fourth edition task list. (2012). Retrieved May 22, 2016, from https://www.bacb.com/bcba-bcaba-task-list/"]
["Behavior Analyst Certification Board. (2014). Professional and ethical compliance code for behavior analysts. Littleton, CO: Author"]
["Behavior Analyst Certification Board. Fifth edition task list. (2017). Retrieved January 2, 2019, from https://www.bacb.com/bcba-bcaba-task-list/"]
["Beavers, G. A., & Iwata, B. A. (2011). Prevalence of multiply controlled problem behavior. Journal of Applied Behavior Analysis, 44, 593-597. doi:10.1901/jaba.2011.44-593"]
["Berg, W. K., Wacker, D. P., Cigrand, K., Merkle, S., Wade, J., Henry, K., & Wang, Y. C. (2007). Comparing functional analysis and paired‐choice assessment results in classroom settings. Journal of Applied Behavior Analysis, 40, 545-552. doi:10.1901/jaba.2007.40-545"]
["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. doi:10.1901/jaba.2011.44-19  "]
["Borrero, J. C., Vollmer, T. R., Wright, C. S., Lerman, D. C., & Kelley, M. E. (2002). Further evaluation of the role of protective equipment in the functional analysis of self‐injurious behavior. Journal of Applied Behavior Analysis, 35, 69-72. doi:10.1901/jaba.2002.35-69  "]
["Call, N. A., Pabico, R. S., & Lomas, J. E. (2009). Use of latency to problem behavior to evaluate demands for inclusion in functional analyses. Journal of Applied Behavior Analysis, 42, 723-728. doi:10.1901/jaba.2009.42-723 "]
["Carr, E. G. (1994). Emerging themes in the functional analysis of problem behavior. Journal of Applied Behavior Analysis, 27, 393-399. doi:10.1901/jaba.1994.27-393"]
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