Piloting a Decision Tool to Guide Individualized Hypothesis Testing for Students with Severe and Complex Challenging Behavior
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| Title: | Piloting a Decision Tool to Guide Individualized Hypothesis Testing for Students with Severe and Complex Challenging Behavior |
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| Language: | English |
| Authors: | Blair P. Lloyd (ORCID |
| Source: | Grantee Submission. 2022. |
| Peer Reviewed: | Y |
| Page Count: | 47 |
| Publication Date: | 2022 |
| Sponsoring Agency: | Institute of Education Sciences (ED) National Center for Advancing Translational Sciences (NCATS) (DHHS/NIH) |
| Contract Number: | R324B160010 UL1TR000445 |
| Document Type: | Reports - Research |
| Descriptors: | Behavior Disorders, Severe Disabilities, Functional Behavioral Assessment, Environmental Influences, Hypothesis Testing, Context Effect, Students with Disabilities, Evaluation Methods, Teacher Attitudes, Student Evaluation |
| DOI: | 10.1007/s10864-022-09478-1 |
| Abstract: | For students with severe or complex challenging behavior, incorporating hypothesis testing as a component of functional behavior assessment (FBA) is often warranted. Several hypothesis testing strategies (i.e., functional analysis, antecedent analysis, concurrent operant analysis) can confirm whether and how features of a student's environment impact their behavior to then inform effective intervention. Yet practitioners have limited guidance on how to select and individualize best-fit strategies for a given student and context. We developed a decision tool for behavior specialists and classroom teachers to collaboratively plan and implement individualized hypothesis testing strategies for students whose initial FBA was inconclusive. We piloted this tool with 12 practitioner teams and students, aiming to (a) identify which assessment strategies were indicated based on practitioner responses; (b) evaluate whether indicated assessments produced conclusive results; and (c) explore practitioner perceptions of the individualized assessment process. The most commonly indicated hypothesis testing strategy was functional analysis. Across teams, one or more hypothesis was successfully confirmed on the first or second assessment iteration. The assessment process was perceived positively by practitioners. Yet they reported feeling ill-equipped to complete the process independently, highlighting important next steps for training and technical assistance work. [This paper was published in "Journal of Behavioral Education" v33 p208-232 2024.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | ED650172 |
| Database: | ERIC |
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| Abstract: | For students with severe or complex challenging behavior, incorporating hypothesis testing as a component of functional behavior assessment (FBA) is often warranted. Several hypothesis testing strategies (i.e., functional analysis, antecedent analysis, concurrent operant analysis) can confirm whether and how features of a student's environment impact their behavior to then inform effective intervention. Yet practitioners have limited guidance on how to select and individualize best-fit strategies for a given student and context. We developed a decision tool for behavior specialists and classroom teachers to collaboratively plan and implement individualized hypothesis testing strategies for students whose initial FBA was inconclusive. We piloted this tool with 12 practitioner teams and students, aiming to (a) identify which assessment strategies were indicated based on practitioner responses; (b) evaluate whether indicated assessments produced conclusive results; and (c) explore practitioner perceptions of the individualized assessment process. The most commonly indicated hypothesis testing strategy was functional analysis. Across teams, one or more hypothesis was successfully confirmed on the first or second assessment iteration. The assessment process was perceived positively by practitioners. Yet they reported feeling ill-equipped to complete the process independently, highlighting important next steps for training and technical assistance work. [This paper was published in "Journal of Behavioral Education" v33 p208-232 2024.] |
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| DOI: | 10.1007/s10864-022-09478-1 |
