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
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Since many of the theories are classical psychological concepts, those will never 'get old' or outdated.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.