Comparison of descriptive functional assessment instruments to experimental functional analyses for children with autism PDF
Preview Comparison of descriptive functional assessment instruments to experimental functional analyses for children with autism
COMPARISONOFDESCRIPTIVEFUNCTIONALASSESSMENTINSTRUMENTS TOEXPERIMENTALFUNCTIONALANALYSESFORCHILDRENWITHAUTISM ANDREACHAIT ADISSERTATIONPRESENTEDTOTHEGRADUATESCHOOLOFTHE UNIVERSITYOFFLORIDAINPARTIALFULFILLMENTOFTHE I^EQUIREMENTSFORTHEDEGREEOFDOCTOROFPHILOSOPHY UNIVERSITYOFFLORIDA 2002 ACKNOWLEDGMENTS Firstandforemost,Iwouldliketothankmydissertationchair,Dr.Jennifer Asmus,forherendlesspatienceandunflaggingsupport.IwouldalsoliketothankDrs. MaureenConroy,TinaSmith-Bonahue,andGregValcantefortheirexpertiseand assistanceonthisresearchproject.Ithankthestudentsandtheirfamilieswhodonated theirtimetoparticipateinthisstudy.Aspecialthankyougoestoallofthemembersof theAutismInclusionProjectattheUniversityofFloridawhoassistedinthedata collectionprocess.Also,Iwouldliketothankmyfriendsforbelievinginmeand providingmewithcontinuousencouragementthroughoutthisprocess.Finally,Iwould liketothankmyparents,MarvinandRochelleChait,fortheirloveandsupport.This dissertationisdedicatedtothem. ii TABLEOFCONTENTS Eage ACKNOWLEDGMENTS ii LISTOFTABLES v LISTOFFIGURES viii ABSTRACT x CHAPTER 1 INTRODUCTION 1 CharacteristicsofChildrenwithAutism 1 EducationalServicesforStudentswithAutism 3 2 REVIEWOFLITERATURE 10 FunctionalAssessment 10 ReviewofFunctionalAssessmentStudies 21 Conclusion 38 3 METHOD 40 Participants 40 SettingsandTherapists 41 Materials 42 OperationalDefinitions,ObservationSystem,andInterobserverAgreement 47 DesignandDataAnalysis 57 4 RESULTS 60 ComparisonofDescriptiveAssessmentstoFunctionalAnalyses 62 ComparisonofFunctionalAnalysesacrossEnvironments 75 ComparisonofPerceivedFunctionandActualConsequencetotheFunctional Analysis 80 Summary 92 iii 5 DISCUSSION InterpretationofResults 94 LimitationsandExtensions 99 Summary APPENDIX A SAMPLEFUNCTIONALASSESSMENTOBSERVATIONFORM 107 B SAMPLEFUNCTIONALASSESSMENTINTERVIEWFORM 109 C SAMPLEMOTIVATIONALASSESSMENTSCALE 119 D TARGETBEHAVIORS 123 E SUMMARYSTATEMENTSFROMTHEFUNCTIONALASSESSMENT INTERVIEWINTHESCHOOLENVIRONMENT 125 F SUMMARYSTATEMENTSFROMTHEFUNCTIONAL ASSESSMENTINTERVIEWINTHEHOMEENVIRONMENT 129 G FUNCTIONALANALYSISGRAPHS 133 H FUNCTIONSOFBEHAVIORIDENTIFIEDBYINVESTIGATORS 146 I GRAPHSOFSCHOOLINTERVENTIONWITHJOSH 150 REFERENCES 152 BIOGRAPHICALSKETCH 159 iv LISTOFTABLES Table Eage 4-1 SummaryofthePercentAgreementbetweentheHypothesized FunctionsofBehaviorsGeneratedbyInstrumentswithinthe SchoolEnvironmentandtheFunctionsofBehaviorsDeterminedby theFunctionalAnalysis 64 4-2 SimimaryoftheHypothesizedFunctionofBehaviorsacross InstrumentsintheSchoolEnvironmentforJosh 66 4-3 SimimaryoftheHypothesizedFunctionofBehaviorsacross InstrumentsintheSchoolEnvironmentforBrad 67 4-4 SummaryoftheHypothesizedFunctionofBehaviorsacross InstrumentsintheSchoolEnvironmentforDrake 68 4-5 SummaryofthePercentAgreementbetweentheHypothesizedFunctionsof BehaviorsGeneratedbyInstrumentswithintheHomeEnvironmentandthe FunctionsofBehaviorsDeterminedbytheFunctionalAnalysis 70 4-6 SummaryoftheHypothesizedFunctionofBehaviorsacross InstrumentsintheHomeEnvironmentforJosh 72 4-7 SummaryoftheHypothesizedFunctionofBehaviorsacross InstrumentsintheHomeEnvironmentforBrad 73 4-8 SummaryoftheHypothesizedFvmctionofBehaviorsacross InstrumentsintheHomeEnvironmentforDrake 74 4-9 SummaryoftheResultsofFunctionalAnalysesacrossEnvironments forJosh 77 4-10 SummaryoftheResultsofFunctionalAnalysesacrossEnvironments forBrad 78 4-11 SummaryoftheResultsofFunctionalAnalysesacrossEnviroimients forDrake 79 V 4-12 SummaryofthePercentAgreementbetweentheFAOCategories andtheFunctionalAnalysiswithintheSchoolEnvironmentforJosh 82 4-13 SummaryofthePercentAgreementbetweentheFAOCategories andtheFunctionalAnalysiswithintheSchoolEnvironmentforBrad 83 4-14 SummaryofthePercentAgreementbetweentheFAOCategories andtheFunctionalAnalysiswithintheSchoolEnvironmentforDrake 83 4-15 SummaryoftheHypothesizedFunctionofBehaviorsGenerated byFAOCategoriesandtheFunctionalAnalysisintheSchoolEnvironment forJosh 84 4-16 SummaryoftheHypothesizedFunctionofBehaviorsGenerated byFAOCategoriesandtheFunctionalAnalysisintheSchoolEnvironment forBrad 85 4-17 SummaryoftheHypothesizedFunctionofBehaviorsGenerated byFAOCategoriesandtheFunctionalAnalysisintheSchoolEnvironment forDrake 85 4-18 SummaryofthePercentAgreementbetweentheFAOCategoriesandthe FunctionalAnalysiswithintheHomeEnvirormientforJosh 87 4-19 SummaryofthePercentAgreementbetweentheFAOCategoriesandthe FunctionalAnalysiswithintheHomeEnvironmentforBrad 87 4-20 SummaryofthePercentAgreementbetweentheFAOCategoriesandthe FunctionalAnalysiswithintheHomeEnvironmentforDrake 88 4-21 SummaryoftheHypothesizedFunctionofBehaviorsGeneratedby FAOCategoriesandtheFunctionalAnalysisintheHomeEnvirormient forJosh 90 4-22 SummaryoftheHypothesizedFunctionofBehaviorsGeneratedby FAOCategoriesandtheFimctionalAnalysisintheHomeEnvironment forBrad 90 4-23 SummaryoftheHypothesizedFunctionofBehaviorsGeneratedby FAOCategoriesandtheFunctionalAnalysisintheHomeEnvirormient forDrake 91 E-1 SummaryStatementsfromtheFunctionalAssessmentInterviewinthe SchoolEnvironmentforJosh 126 vi « E-2 SummaryStatementsfromtheFunctionalAssessmentInterviewinthe SchoolEnvironmentforBrad 127 E-3 SummaryStatementsfromtheFunctionalAssessmentInterviewinthe SchoolEnvironmentforDrake 128 F-1 SummaryStatementsfromtheFunctionalAssessmentInterviewinthe HomeEnvironmentforJosh 130 F-2 SummaryStatementsfromtheFunctionalAssessmentInterviewinthe HomeEnvironmentforBrad 131 F-3 SummaryStatementsfromtheFunctionalAssessmentInterviewinthe HomeEnvironmentforDrake 132 H-1 ReliabilityDataonFunctionalAnalysisGraphsforJosh 147 H-2 ReliabilityDataonFunctionalAnalysisGraphsforBrad 148 H-3 ReliabilityDataonFunctionalAnalysisGraphsforDrake 149 J-..;: ' - vii 1 LISTOFFIGURES Table Eage G-1 Joshvocalizationbehavioracrossconditionsatschool 134 G-2 Joshdisruptivebehavioracrossconditionsatschool 134 G-3 Joshnoncompliantbehavioracrossconditionsatschool 135 G-4 Joshdisruptiveandnoncompliantbehavioracrossconditionsatschool 135 G-5 Joshvocalizationbehavioracrossconditionsathome 136 G-6 Joshnoncompliantbehavioracrossconditionsathome 136 G-7 Joshdisruptivebehavioracrossconditionsathome 137 G-8 Joshdisruptiveandnoncompliantbehavioracrossconditionsathome 137 G-9 Braddisruptivebehavioracrossconditionsatschool 138 G-10 Bradnoncompliantbehavioracrossconditionsatschool 138 G-11 Bradaggressivebehavioracrossconditionsatschool 139 G-12 Braddisruptive,noncompliant,andaggressivebehavioracrossconditionsat school 139 G-13 Braddisruptivebehavioracrossconditionsathome 140 G-14 Bradnoncompliantbehavioracrossconditionsathome 140 G-15 Bradaggressivebehavioracrossconditionsathome 14 G-16 Braddisruptive,noncompliant,andaggressivebehavioracrossconditionsat home 141 G-17 Drakenoncompliantbehavioracrossconditionsatschool 142 G-18 Draketantrumbehavioracrossconditionsatschool 142 viii 1 1 G-19 Drakevocalizationbehavioracrossconditionsatschool 143 G-20 Drakedisruptivebehavioracrossconditionsatschool 143 G-21 Drakenoncompliantbehavioracrossconditionsathome 144 G-22 Draketantrumbehavioracrossconditionsathome 144 G-23 Drakevocalizationbehavioracrossconditionsathome 145 G-24 Drakedisruptivebehavioracrossconditionsathome 145 I-l Joshnoncompliantanddisruptivebehaviorsatschoolduring treatmentphases 151 1-2 Joshtaskaccuracyatschoolduringtreatmentphases 15 ix AbstractofDissertationPresentedtotheGraduate SchooloftheUniversityofFloridainPartial FulfillmentoftheRequirementsforthe DegreeofDoctorofPhilosophy COMPARISONOFDESCRIPTIVEFUNCTIONALASSESSMENTINSTRUMENTS TOEXPERIMENTALFUNCTIONALANALYSESFORCHILDRENWITHAUTISM By ,1 AndreaChait August2002 Chair:Dr.JenniferAsmus MajorDepartment:EducationalPsychology Individualswithautismoftenhaveproblematicbehaviorsthathindertheirsuccess intheclassroom.Successfullyincludingstudentswithautismwhodisplayproblematic behaviorinthegeneraleducationsettingrequiresappropriateinterventionsandsupport services.TheIndividualswithDisabilitiesEducationActAmendmentsof1997require theuseofafunctionalassessmentforstudentswithdisabilitieswhodisplaysignificant problematicbehavior.However,noconsensusexistsonthemostappropriatefunctional assessmentinstrumenttouseinschoolstoday.Inaddition,fewstudieshavecompared theresultsofdifferentfunctionalassessmentinstrumentstofunctionalanalysesto determinetheirconsistency.Thisstudywasconductedtodeterminetheconsistencyof threecommonlyuseddescriptivefianctionalassessmentinstruments:theFunctional AssessmentObservationform,theFunctionalAssessmentInterview,andtheMotivation AssessmentScale.Resultsfromthethreeinstrumentswerecomparedwithresultsofan i X
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