Instruction in Functional Assessment
Marcie Desrochers, State University of New York
Moira Fallon, State University of New York
Pub Date: 2014
ISBN 13: 978-0-9897226-7-4
Publisher: Open SUNY
Conditions of Use
The clickable glossary is very useful, especially the function of the reader being able to return directly from the glossary entry to the place it is read more
The clickable glossary is very useful, especially the function of the reader being able to return directly from the glossary entry to the place it is used in the text. The literature base is solid and the reference list give good resources for further inquiry.
The authors’ choice of extant literature used in the text is very thorough and accurate. One inaccuracy noted is the authors’ assertion that functional assessment (FA) is a requirement of the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. IDEIA includes provisions for the use of functional behavior assessment (FBA) for students with disabilities whose behaviors impede their learning or the learning of others. Assessment is used more in educational settings, as it is not as intrusive as the more experimental “analysis”, in which conditions are manipulated to produce changes in behavior in order to determine the behavior’s function. The authors describe functional analysis, but readers may confuse the different topics when reading research outside of the text.
Functional analysis and assessment have been used and researched for several decades without significant modifications to the methods. This text will be applicable for several years without the need for significant updates, except to add new literature with additional populations of students.
The clarity of the text is excellent for educational practitioners. Chapter one has a significant amount of content that would need supplementary instruction for students who are new to Behaviorism and behavior change principles. The exercises at the end of each chapter help with this, though, by focusing the reader’s attention to important concepts and giving an opportunity to practice new knowledge and skills. The case study activities and blank forms at the end of the book are excellent and could be used as a resource for teacher trainers. As a reader, I am a bit confused by the intended audience of chapters 5 and 6. The book’s initial chapters are written, it seems, for an audience of students who are new to the field of Behaviorism and functional assessment. Chapters 5 and 6, however, are clearly written for teacher educators in an attempt to help them teach college students about functional assessment. While this might be of great benefit to teacher educators, these chapters seem out of place.
The text holds firm to the principles of Behaviorism and to the consistent use of correct functional assessment methods. As a scholar of the field, I found that some inconsistencies with the terms used may lead to confusion. For example, functional analysis is the long accepted term associated with the abbreviation “FA”, but the authors use functional assessment and use the abbreviation “FAn" for functional analysis. These two terms are not the same and should not be used interchangeably, as analysis is an experimental approach and assessment is not. Also see the comments above regarding chapters 5 and 6.
This text is actually broken into much smaller segments of text than most textbooks, making it easier to digest the information in smaller units. Most of the chapters and activities could be arranged to fit a course in functional behavior assessment without undue disruption to the reader.
The topics in the text are presented logically, beginning with an overview of the behavioral principles and building toward the complete understanding of using those principles to determine the function of behavior. Also see the comments above regarding chapters 5 and 6.
The interface is one of the strengths of this text. There are many good examples of behavioral principles and the tables add to the reader’s understanding of the concepts and are well placed in the text. It is visually appealing and easy to follow.
The text is professionally written and there were no noticeable grammatical errors in the text.
The authors incorporate relevant citations for literature that has included racial diversity in the studied samples. It has been well documented in the literature that principles of behaviorism apply across race, ethnic origin, and gender.
This text as a whole would be an appropriate text for students studying low-incidence disabilities, such as the specific developmental disabilities mentioned in the text. Part of the book, such as chapters 1 - 4 would be applicable to a more general population studying behavior change principles.
The text cover more in depth than I had anticipated with regards to Functional Assessment. The breakdown of Functional assessment is easy for read more
The text cover more in depth than I had anticipated with regards to Functional Assessment. The breakdown of Functional assessment is easy for individuals to understand and the later chapters are helpful for individuals who will teach the topic in the future. I appreciated case examples, exercises, practice activities, templates, focus and discussion questions. The Glossary has a nice “return” feature which will bring the reader back to the point in the text where the word was. I liked the additional materials in “Resources for Team Members of Interdisciplinary Professionals” which included syllabi ideas, and DVDs related to the topic.
I would feel comfortable using this text and have used several chapters. The material appears accurate from a counseling and psychological perspective with no noticeable bias.
The research and content is up-to-date and the material covered is relevant to students entering the workforce. The material appears to have longevity but as research continues could benefit from a renewal in 4-5 years. These updates should be easy and straight forward to implement. The examples given were accurate and meaningful and should have longevity to them.
No concerns for clarity were noted. It appears easy to read for individuals new to the topic by describing new words and terms as the text progresses. Students in an entry level course expressed no difficulties with the clarity.
No concerns for consistency were noted. It appears easy to read for individuals new to the topic by describing new words and terms as the text progresses.
I have used smaller reading sections with no issues in the past for human service courses. The first few chapters can make great standalone readings especially with the study material and questions at the end of the reading.
The books organization is logical, and it flows well. No concerns were noted.
The book’s interface appears professional with no noticeable concerns and no distracting problems.
No grammatical errors noted.
Cultural concerns are addressed but mildly. Examples from instructors outside of the text would most likely be beneficial.
I particularly appreciate the first several chapters " Challenging Behaviors of Individuals with Developmental Disabilities" "The Methodology of Functional Assessment: Process and Products" and "Treatment Implications Based on the Functional Assessment" as modules in the human service courses to develop foundational knowledge about Functional Assessment.
Very comprehensive review of functional assessment. Includes information about developmental and intellectual disabilities and challenging behaviors read more
Very comprehensive review of functional assessment. Includes information about developmental and intellectual disabilities and challenging behaviors which is very helpful as well. I love the case examples, exercises, practice activities, templates, focus and discussion questions, graphs and tables.The literature review is also very thorough. I recommend including the concept of replacement behavior in the glossary.
The book is very accurate in describing the most important concepts related to applied behavior analysis and functional behavioral assessment. One thing I might make more clear is the concept of a replacement behavior serving the same function as the problem behavior. The authors use an example of on task behavior as a replacement behavior for off-task behavior that serves the dual functions of peer attention and escaping demands. Technically, on-task behavior is not a replacement behavior that serves the same function. Requesting peer-attention or a break by asking for it would be more accurately considered a replacement behavior. This does not mean that the intervention that is suggested in the book is not appropriate. I am just concerned about the accuracy of the description of replacement behavior.
I believe that many of the examples, case studies, activities, and cited literature make this book extremely relevant and that it will remain up-to-date or could be updated fairly easily.
The book is very well written and easy to understand. It presents many difficult concepts in very clear, tangible ways so that the reader can grasp the concepts. Also, all the case studies, focus and discussion questions, and activities will help the reader to apply these concepts in real-life settings.
The book is highly internally consistent in terminology and framework. I believe the authors provide equal attention to all the aspects of functional assessment that are important for the learner to understand and apply.
The modularity of the book is excellent. Each of the chapters can stand alone and have sections that are clearly delineated. Also, each chapter has its own activities, questions, sample forms that can supplement the learning of the content.
The book is well organized and flows in a logical sequence. The authors began with the types of disabilities and challenging behaviors that would warrant the use of functional assessment, provide an overview of applied behavior analysis and functional assessment, and then more in-depth instruction of the types of functional assessment as well as the methods of implementation leading to interventions.
The book is free of interface issues. The highlighted terms and activities are very helpful and overall the book is very easy to navigate.
The focus question at the beginning of chapter 3 "What treatment approaches challenging behaviors and increase appropriate behaviors?" does not seem to be grammatically correct. Other than that, I did not notice any grammatical errors in the book.
Under ethical considerations, the authors reference the importance of being non-discriminatory in terms of race, culture and language. However, they did not elaborate on this point or give any examples. They also mentioned the difficulties for teachers when English is a secondary language or behavior is influence by trauma experiences, but they did not explicitly provide ideas for assisting teachers in these areas.
I am excited that I have found this open textbook. I thought that the authors wrote an excellent, useful and thorough text on the subject of functional assessment. I teach a graduate class titled "Behavior Assessment and Intervention" and I plan to use this open textbook in that class.
This book is terrific. It covers not only the specific details of conducting a functional assessment with a variety of populations and contexts but read more
This book is terrific. It covers not only the specific details of conducting a functional assessment with a variety of populations and contexts but also an explanation of the various theories that are important to understandint the functional analysis itself. This means the reader doesn't have to have extensive prior knowledge.
As a psychology instructor, the psychological concepts are very accurate. There are no concerns about the accuracy and I would feel comfortable using this text. For example, noncontingent reinforcement is explained without any bias (which can be challening).
Since many of the theories are classical psychological concepts, those will never 'get old' or outdated. This may be the point and I missed it, but... the ideal user of this text seems to be someone entering the field of using FA's in their line of work. It seems there could be an 'application' section to using it in non-work enviroments. i.e. benefits and challenges when using this at home.
This book is very clear. Despite covering a relatively technical topic and 'soft science' it is clear and I don't think any college student would have trouble understanding the material and learning objectives.
No concerns about the consistency of this book. There are many technical components to FA's, and this book seems to cover them without bias.
The book could be used in modules, however there wouldn't be much application beyond a full class on FA. I suppose if you were talkinga about some of the background theories and wanted an application to FA that would be effectie (behaviorism for example). The introduction would also be relevant in any hands on human servies program. I also don't know if modularity should be a goal for this text.
No concerns, seems great.
I got lost a little bit here. This feature may exist and I don't know how to use it, but I didn't understand the role of the fillable discussion forums or quizzes. Is there an easy way to share this with other students or for instructors to get the responses? I suppose someone could print pages or screen shot them, but this wasn't clear to me. The embedded hyper links to both the assignments and then the content area's were slick though. So the lower score may be my fault for not understand the instructor interface that well.
No errors noticed.
Cultural was addressed as something to be aware of, however there were minimal applications to how cultural differences may actually affect the FA results themselves. A concrete example of "In hispanic culture, this behavior would imply a deficit in a certain area, whereas in African-American culture it would not".
Overall seemed great! I would use it in my class for sure. I may actually request to teach a FA class just so I can use it
Table of Contents
- Chapter 1: Challenging Behaviors of Individuals with Developmental Disabilities
- Chapter 2: The Methodology of Functional Assessment: Process and Products
- Chapter 3: Treatment Implications Based on the Functional Assessment
- Chapter 4: Teaching Functional Assessment Content
- Chapter 5: Teaching Functional Analysis
- Chapter 6: Functional Analysis Case Training/FACT
- Chapter 7: Resources for Team Members of Interdisciplinary Professionals
About the Book
Instruction in Functional Assessment introduces learners to functional assessment (FA), which includes a variety of assessment approaches (indirect, observational, and experimental) for identifying the cause of an individual’s challenging behavior for the purpose of designing effective treatments. FA is mandated by federal law and is a recognized empirically based approach to treatment of individuals with challenging behaviors (e.g., disruptive, self-injurious, and aggressive behaviors). Instruction in FA is essential for students who will one day enter professions as educators, psychologists, social workers, counselors, or mental health professionals.
The purpose of this textbook is to provide instruction in FA skills for pre-professionals in the fields of education and psychology. This supplemental resource provides the context, background, and knowledge to facilitate students’ acquisition of the methods, decision-making, and skills involved in conducting FA. Each chapter begins with focus questions designed to promote reflective thinking and ends with discussion questions. To promote application of FA in diverse situations and teach important lessons, case studies of individuals with challenging behaviors, interactive activities, and opportunities for practice are embedded in the chapters. Moreover, the text includes the ingredients to facilitate students’ role play and rehearsal of appropriate FA skills while working in cooperative groups and using performance-based training.
About the Contributors
Marcie Desrochers earned her Ph.D. in experimental psychology from the University of Manitoba with specialization in developmental disabilities, applied behavior analysis, and computer applications in psychology. She is a board certified behavior analysis at the doctoral level (BCBA-D). Dr. Desrochers is an Associate Professor of Psychology at The College at Brockport, State University of New York. Marcie Desrochers has conducted research on teaching functional assessment and evaluating the effectiveness of a computer simulation program called Simulations in Developmental Disabilities. Marcie has extensive experience teaching undergraduate and graduate students, and supervising students and practitioners in the field.
Dr. Moira Fallon earned her Ph.D. in Educational Foundations from the University of New Mexico with specialties in cognitive development and special education. She has over thirty years of experience in the field of special education in public schools. She holds certifications from several states in learning disabilities, behavior disabilities, early intervention, and assistive technology. Dr. Fallon has published widely in issues of inclusion and advocacy for individuals with disabilities. Dr. Moira Fallon has been a leader in developing learning communities, promoting school leaders for continuous improvement, and identifying research based, supportive resources for improving professional skills. She is a Professor in the Department of Education and Human Development at The College at Brockport, State University of New York.