Unit 3 Assignment

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Feb 20, 2024

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1 Indirect Assessment Jessica Williams Capella University PSY7712 Behavior Analytic Assessments Professor Celia L. Heyman January 28, 2024

Indirect Assessment In Applied behavior analysis (ABA), clients often display interfering behaviors. An interfering behavior is any behavior that impedes the client’s ability to learn (Newcomb et al., 2019). When interfering behaviors are present a functional behavior assessment (FBA), is often warranted. When deciding to conduct an FBA the board certified behavior analyst (BCBA), will come in and first with the staff to define the interfering behaviors. Once the behaviors are defined the BCBA will need to conduct an indirect assessment to gain more information and get a better picture of what is going on. An indirect assessment in simple terms is just an interview. As per the Capella Compassion Code (n.d.), this interview helps to build a rapport with the person answering the questions since they encounter the client on a more consistent basis. It is important to remember the information obtained during this interview is subjective. However, an indirect assessment is still a meaningful way to gain information and can assist in identifying when and where the behavior is most likely to take place as well as potential antecedents and consequences associated with the behavior (Chandler & Dahlquist, 2015). This indirect assessment will look at JM’s interfering behaviors of aggression, tantrums, and non-compliance. Selecting an Indirect Assessment Method/Tool The indirect assessment tool selected to look at JM’s interfering behaviors was Hanley’s IISCA Open–Ended Interview. The IISCA Open–Ended Interview is an indirect assessment consisting of 20 questions. The IISCA Open–Ended Interview aims to answer when, where, and how questions related to the interfering behaviors at question. According to Saini et al., (2019) the IISCA Open–Ended Interview is a quick, safe, and 2

reliable method used to understand why the behavior at question may be occurring. By the end of the IISCA Open–Ended Interview the goal is to have identified the most severe interfering behavior, identify the most challenging EO’s, and identify any potential reinforcers. The IISCA Open–Ended Interview does not contain any scientific rigor because there is no direct observation required. Although the IISCA Open–Ended Interview is a useful tool to gain more information and build a rapport with the direct service providers, it is subjective and direct observation should occur as the next step in the FBA process. Advantages and Limitations There are always advantages and limitations to any indirect assessment tools. According to Coffey et al., (2019) an advantage to utilizing the IISCA Open–Ended Interview is the time it takes to implement the interview. Although there are only 20 questions, the time it takes to implement the IISCA Open–Ended Interview does take away time from the client so this could also be seen as a limitation. Overall, the IISCA Open–Ended Interview was found to lead to successful function-based interventions after only one interview (Coffey et al., 2019). Another limitation to the IISCA Open-Ended Interview is that there is no direct observation occurring, so it therefore does not contain any scientific rigor. The assessment can be subjective; however, it allows the interviewer to build rapport with the person or people answering the questions. Rationale for the Selection & Compassionate/Cultural Variables Based on the advantages and limitations the IISCA Open-Ended Interview was chosen to gain more information on JM’s interfering behaviors. With it only being 20 questions, it was the most time effective interview. Despite it having the potential to be 3

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subjective, it allows for good quality questions to be asked in order to get the best picture of JM’s reinforcers and any potential antecedents to his behavior. When conducting the interview, it allowed for the interviewer to build a rapport with the interviewee as well as build some trust (Capella Compassion Code, n.d.). Throughout the assessment it was important to practice humility while actively listening and relating to the interviewee. This goes into building trust with the stakeholders that way when an intervention plan is suggested everyone involved is open to trying (Capella Compassion Code, n.d.). Results of the Indirect Assessment After the IISCA Open-Ended Interview was completed there seemed to be an overall concern for JM’s peers’ safety. When JM engages in aggression towards his peers, he is potentially placing them in harm of falling and getting hurt. When JM engages in aggression it tends to occur when his peers are upset and louder than usual. Instead of using functional communication to ask them to be quiet, JM will hit or push them. When JM engages in tantrum behavior there tends to be an inability for him to communicate what he wants or needs due to the magnitude of the tantrum behavior. Non- compliance was reported to occur when JM is attempting to get out of completing an activity, if the activity is not challenging enough for him, or when he is looking for attention. JM has a decent number of preferred items that can be used as reinforcement throughout his day. Direct observations and an FBA will help to determine a clear function so that appropriate intervention can be implemented. Completed Indirect Assessment Open-Ended Functional Assessment Interview Date of Interview: January 25, 2024 Developed by Gregory P. Hanley, Ph.D., BCBA-D (Developed August 2002; Revised: August 2009) 4

Child/Client: JM Respondent: Lauren C. Respondent’s relation to child/client: teacher Interviewer: Jessica W, RELEVANT BACKGROUND INFORMATION 1. His/her date of birth and current age: 01-10-2019 5 yrs 0 mos Male/Female 2. Describe his/her language abilities. JM is a verbal communicator Can express wants and needs very clearly 3. Describe his/her play skills and preferred toys or leisure activities. Limited play skills – program to play appropriately Stims on items (e.g., spins wheels of a car) Limited interest in peers Knows they are there but rarely approaches them More recently gaining interest in peers (e.g., calls them by name, tries to assist them when they need help) Likes iPad, pictures of different symbols (e.g., zodiac, community signs), cars, blocks, delivery services and trucks (e.g., USPS, Fedex, UPS, Amazon) 4. What else does he/she prefer? Love all things math and numbers Knows his multiplication facts Can skip count Enjoys spending time with teachers and engaging them in conversations QUESTIONS TO INFORM THE DESIGN OF A FUNCTIONAL ANALYSIS To develop objective definitions of observable problem behaviors: 5. What are the problem behaviors? What do they look like? Aggression – hitting/pushing peers Tantrums – screaming/crying/whining, throwing himself on the floor Non-compliance – verbally refusing to do work To determine which problem behavior(s) will be targeted in the functional analysis: 6. What is the single-most concerning problem behavior? Aggression due to the possibility that his peers can get hurt 7. What are the top 3 most concerning problem behaviors? Are there other behaviors of concern? Top 3 – aggression, tantrum, non-compliance Sometimes tantrums can lead to SIB (head banging on floor) – has only happened 3 times this school year To determine the precautions required when conducting the functional analysis: 8. Describe the range of intensities of the problem behaviors and the extent to which he/she or others may be hurt or injured from the problem behavior. Aggression – will hit/push his peers potentially causing them to fall – they could fall into something and become seriously injured Tantrum – will become very loud in screaming and crying – can lead to SIB which could cause internal damage to his head Non-compliance – will verbally refuse to do work by screaming “no” or “I don’t want to do _____” 5

T o assist in identifying precursors to or behavioral indicators of dangerous problem behaviors that may be targeted in the functional analysis instead of more dangerous problem behaviors: 9. Do the different types of problem behavior tend to occur in bursts or clusters and/or does any type of problem behavior typically precede another type of problem behavior (e.g., yells preceding hits)? Are there behaviors that seem to indicate that severe problem behavior is about to occur? Problem behavior can occur together or independent of each other. When they occur together first a verbal refusal occurs, then aggression, followed by a tantrum. When they occur independent of each other there are varying antecedents – directions, presentation of work, an upset peer, loud classroom, denied access to a preferred item or activity, and attempting to gain the teachers attention. To determine the antecedent conditions that may be incorporated into the functional analysis test conditions: 10. Under what conditions or situations are the problem behaviors most likely to occur? The problem behavior is most likely to occur when work is presented or when the room is loud. 11. Do the problem behaviors reliably occur during any particular activities? During morning meeting (circle time), during DTI (discrete trial instruction), and during group 12. What seems to trigger the problem behavior? Presentation of work 13. Does problem behavior occur when you break routines or interrupt activities? If so, describe. Sometimes it occurs during a transitional period after a verbal warning (e.g., it’s time for _____) 14. Does the problem behavior occur when it appears that he/she won’t get his/her way? If so, describe the things that the child often attempts to control. After he verbally refuses and the work is still presented he will throw himself on the floor and engage in a tantrum To determine the test condition(s) that should be conducted and the specific type(s) of consequences that may be incorporated into the test condition(s): 15. How do you and others react or respond to the problem behavior? Ignore the behavior Attempt to redirect back to his chair Use first/then visual Show token board and ask what he wants to work for 16. What do you and others do to calm him/her down once he/she engaged in the problem behavior? Offer weighted blanket Show first/then visual Show token board and ask what he wants to work for – allow him to write in what he is wanting to work for 17. What do you and others do to distract him/her from engaging in the problem behavior? Keep him moving Offer him activities at “his level” – more advanced than his peers Continuously refer to token board and what he is working for 6

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Praise working nicely in the absence of the problem behavior (e.g., using nice hands, a quiet voice, and staying in his chair) In addition to the above information, to assist in developing a hunch as to why problem behavior is occurring and to assist in determining the test condition(s) to be conducted: 18. What do you think he/she is trying to communicate with his/her problem behavior, if anything? That he doesn’t want to do the task presented (work needs to be more challenging) That the room is too loud 19. Do you think this problem behavior is a form of self stimulation? If so, what gives you that impression? No 20. Why do you think he/she is engaging in the problem behavior? To escape the work and to gain attention 7

References Capella Compassion Code (n.d.). Capella University Chandler, L.K., & Dahlquist, C.M. (2015). Functional assessment: Strategies to prevent and remediate challenging behavior in school settings. Coffey, A.L., Shawler, L.A., Jessel, J., Nye, M.L., Bain, T.A., Dorsey, M.F. (2019) Interview-informed synthesized contingency analysis (IISCA): Novel interpretations and future directions. Behavior Analysis Practice, 13 (1):217-225. Newcomb, E. T., Wright, J. A., & Camblin, J. G. (2019). Assessment and treatment of aggressive behavior maintained by access to physical attention. Behavior Analysis: Research and Practice, 19 (3), 222-231. Saini V, Ubdegrove K, Biran S, & Duncan R. (2019). A preliminary evaluation of interrater reliability and concurrent validity of open-ended indirect assessment. Behavior Analysis Practice, 13 (1):114-125. 8

Unit 3 Assignment

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