Experimental Analysis

The highest level of scientific investigation demonstrated in the FBA is the experimental analysis. The experimental analysis exemplifies the rigor of control as the practitioner manipulates environmental variables to evoke and abate the problem behavior. The consistent control of evoking and abating the target behavior demonstrates the functional relationship between environmental variable(s) and the target behavior(s). For this assignment, select an experimental analysis of problem behaviors such as the Iwata’s full functional analysis (FA), brief FA, latency-based FA, trial-based FA, precursor FA, or the IISCA. Provide the benefits and limitations of the selected experimental analysis. Describe the conditions of your experiment to test the hypothesized function(s) or contingencies influencing the behaviors of concern. Provide hypothetical data and a visual display (graph). Be sure to incorporate values of compassion and cultural humility when selecting and conducting the experimental analysis. You can refer to the Capella Compassion Code [DOCX] for more details. Part 1: Select the Experimental Analysis Select the experimental analysis to be conducted for your functional behavior assessment. Provide the benefits and limitations of the selected experimental analysis. Provide a rationale for why you have chosen this method for the person or character you chose in your first assignment. Please include in your rationale how you considered compassionate approaches when selecting your experimental analysis. Part 2: Describe the Experimental Analysis Describe the conditions and procedures of your experimental analysis. Be sure to program for the appropriate establishing operations as suspected from the descriptive assessment. Please include in your rationale how you considered compassionate approaches when conducting your experimental analysis. Part 3: Display Hypothetical Data and Interpret Results For ethical reasons, DO NOT conduct an actual experimental analysis of behavior for this assignment. Instead, generate hypothetical data to show outcomes you might expect if you were to conduct the experimental analysis. Present the hypothetical data and result of the experimental analysis in a visual display. Be sure to use an appropriate graph to display the data, demonstrating experimental control. Interpret the results. Part 4: Conclude the Experimental Analysis Conclude the results of the experimental analysis by providing a confirmation of the functional control between environmental variables and problem behaviors. In other words, confirm the function(s) influencing problem behaviors. For the IISCA, confirm the functional control between the synthesized contingencies and problem behaviors.

Sample Solution

Functional Behavior Assessment (FBA) - Brief Functional Analysis

Part 1: Selecting the Experimental Analysis

Chosen Method: Brief Functional Analysis (BFA)

Benefits:

Efficiency: Takes less time compared to full FA, making it quicker to identify potential maintaining factors.
Feasibility: Easier to implement in real-world settings with limited resources or time constraints.

Full Answer Section

Reduced Disruption: Minimizes disruption to the individual's routine by keeping the number of conditions lower.

Limitations:

Less Precise: May not pinpoint the exact function of the behavior as comprehensively as a full FA.
Potential Inaccuracy: Results may be inconclusive if the BFA doesn't capture all relevant variables.

Rationale for Choosing BFA:

Considering the compassionate approach outlined in the Capella Compassion Code, a BFA is a suitable choice for the following reasons:

Reduces Strain: A shorter assessment minimizes stress and disruption for the individual being observed.
Faster Intervention: A quicker assessment allows for swifter implementation of appropriate interventions if problem behaviors are identified.
Compassionate Focus: Minimizing the number of conditions allows the BFA to prioritize understanding the individual's perspective and needs.

Part 2: Describe the Experimental Analysis

Target Behavior: Tantrums in a 5-year-old child occurring during playtime at daycare.

Suspected Functions: Attention-seeking or escape from an undesired activity.

Conditions:

Baseline: Observe the frequency and duration of tantrums during regular playtime without intervention.
Attention: Provide increased positive attention (praise, high fives) when the child plays calmly, ignoring the tantrum behavior.
Demand: Modify playtime activities to be more age-appropriate and engaging, reducing demands that might trigger tantrums.

Rationale for Compassionate Considerations:

The BFA conditions are designed to be age-appropriate and focus on reinforcing positive behaviors rather than solely punishing tantrums.
The observer will be trained to maintain a calm and supportive demeanor throughout the assessment.

Part 3: Display Hypothetical Data and Interpret Results

Graph: A line graph will be used to display the frequency of tantrums observed in each condition (baseline, attention, demand).

Hypothetical Data:

Baseline: 5 tantrums per hour
Attention: 3 tantrums per hour
Demand: 1 tantrum per hour

Interpretation:

The decrease in tantrum frequency across conditions suggests a potential function related to attention-seeking or escape from demands. The behavior decreased with increased positive attention and when demands were modified, indicating these factors may be influencing the tantrums.

Part 4: Conclusion

Based on the results of the BFA, a tentative hypothesis can be formed that the child's tantrums might be a function of seeking attention or escaping from undesired activities. Further interventions can be tailored to address these potential functions, such as providing positive reinforcement for desired behaviors and ensuring playtime activities are engaging and age-appropriate. It is important to note that this BFA is a starting point, and further assessment or a full FA might be necessary depending on the results and the complexity of the behavior.

This BFA prioritizes compassionate approaches by minimizing disruption and focusing on identifying ways to support the child's needs within their environment.

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