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1 Indirect Assessment Morgan E. Garrett Capella University PSY7712 Behavior Analytic Assessments Dr. Amanda Kazee October 29th, 2023

Indirect Assessment This paper will utilize two indirect assessment methods: the Questions About Behavioral Functions indirect assessment and the Open-Ended Functional Assessment Interview method. This paper will then discuss the advantages and limitations of utilizing these methods as well as provide rationale for why each method was selected. This aper will then evaluate the findings of each method pertaining to a high priority behavior: Physical Aggression. Lastly, this paper will include the completed checklist and interview at the end of the paper. Behavior analyst must utilize indirect assessments when conducting functional behavior assessments to identify the behavior(s) of concern as well as the possible function of the behavior. Selecting an Indirect Assessment Method/Tool Indirect assessments include rating scales, questionnaires, or interviews with the client and/or their family members and other stakeholders. Behavior interviews ask “what” and “when” questions and do not focus on “why” questions as these tend to evoke a mentalistic explanation that are of little value in understanding the challenging behavior. It is important to note that indirect assessments contain no direct observation of the behavior (Hanley, 2012). Before implementing interventions, it is important to conduct a Functional Behavior Assessment (FBA), to understand the function of the behavior and what reinforces it. Indirect assessments are a typical first step when conducting a functional behavior assessment. The indirect assessment should be utilized with direct observations such as descriptive assessments and/or functional analysis (Hanley, 2012). Before conducting an indirect assessment, it is important to obtain consent from the client, parents, and relevant stakeholders. By obtaining consent the behavior analyst is providing compassionate care, professionality, and confidentiality with all relevant parties (Capella University, 2021). For this paper the behavior analyst utilized two indirect assessment tools: The Open-Ended Functional Assessment Interview by Hanley and the Questions About 2

Advantages and Limitations Behavior analyst should analyze the advantages and limitations for each type of indirect assessment method before selecting and implementing the assessment. Each assessment has its own strengths and weaknesses and may not be applicable for certain scenarios. The Questions About Behavioral Functions checklist has been studied and been found to contain reliability, interrater agreement, and stability (Paclawskyj, 1998). Researchers have found that this assessment is often able to determine a clear behavior function (Smith et al., 2012). An advantage of this indirect assessment is it is one of the few rating scales that is empirically derived and psychometrically sound (Paclawskyj, 1998). Though several studies have shown the QABF to be reliable, the reliability is below what is generally accepted in the scientific field (Paclawskyj, 1998). In one study the QABF was compared to the Motivation Assessment Scare and found that the QABF assessment contains a higher accuracy rate when compared to the results of the functional analysis (Smith et al., 2012). However, the rate of accuracy was 69.2%, which is below the standard accepted rate of 80% for reliability and accuracy. Another study found that the QABF accuracy rate was higher at 84% (Singh et al., 2009). One possible reason the for the accuracy rate greatly differing could be due to professionals having bias and believing they already know the function of the behavior and rating those questions in favor of the perceived function. Hanley’s Open-Ended Interview has several advantages including being able to discuss contextual factors that could potentially be influencing the individuals behavior and having the ability to ask probing questions or follow-up questions at the end of the 4

assessment (Saini et al., 2019). Having the ability to ask follow-up questions can be useful in identifying the protentional function of the behavior. For example, mom may identify that Sally engages in aggression when doing homework but when asked follow- up questions, mom reveals that during homework time Sally’s sibling are receiving all of the mom’s attention. A rating scale could misidentify the function to be escape when the function is attention. A limitation of the Open-Ended Interview is that concurrent validity the interview with functional analysis was 50% (Saini et al., 2019). Therefore, it can be assumed that open-ended interviews lack validity and accuracy. Many behavior analyst utilize open-ended interviews as it build rapport with the client, parents, and other stakeholders (Sani et al., 2019). Building rapport with the client and stakeholders is vital in creating a strong care team for the client and especially when working with other professionals. Rationale for the Selection & Compassionate/Cultural Variables The QABF was selected because of the research and support for reliability and utility (Chandler & Dahlquist, 2015). Studies have found that the results from the checklist are accurate compared to the functional analysis and is the foundation for an intervention which can help improve the quality of life for the client (Chandler & Dahlquist, 2015). This assessment was chosen because of its easy accessibility and ease to administer (Smith et al., 2012). It is important for behavior analyst to consider the cost of services, time constraints and how the behavioral intervention will improve the individual’s quality of life (Chandler & Dahlquist 2015). The Open-Ended interview was chosen to build rapport with the client, stakeholders, and other important persons in the client’s life. Behavior analyst must consider how to identify challenging behaviors and the function of the behavior, but also how to show compassionate care towards the client and all stakeholders. Providing compassionate care can be accomplished by taking the time to actively listen to the client 5

Developed by Gregory P. Hanley, Ph.D., BCBA-D (Developed August, 2002; Revised: August, 2009) Date of Interview: 10/31/2023 Child/Client: Sally Johnson Interviewer: Morgan Garret Respondent: Sarah Johnson Respondent’s relation to child/client: Mother RELEVANT BACKGROUND INFORMATION 1. His/her date of birth: 08/16/2012 Age: 6 yrs 11mo Check One: Female 2. Describe his/her language abilities: Sally can verbally communicate a few words such as "no, mom, yes, no, go". She utilizes a picture exchange communication system (PECs) in the classroom. At home, Sally's parents have reported that she will point or pull people to objects that she wants or needs. 3. Describe his/her play skills and preferred toys or leisure activities: Sally enjoys playing on her ipad, going on walks with mom, and playing with barbies. 4. What else does he/she prefer? Sally enjoys fidget toys and pop its. Sally loves pizza and apple juice. 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? Physical aggression- Sally will bite, hit, scratch, kick, and punch others in the classroom and occasionally pull her peers hair. Sally engages in aggression at home towards her siblings. Task Refusal- Sally will refuse to complete tasks or following directions during instructional time. 7

Elopement- Sally runs away from the table during instructional time and when walking in the hallway. To determine which problem behavior(s) will be targeted in the functional analysis: 6. What is the single-most concerning problem behavior? Physical Aggression 7. What are the top 3 most concerning problem behaviors? Are there other behaviors of concern? The top three behaviors are physical aggression, elopement, and task refusal. 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. Sally often engages in physical aggression with not only the school staff but also her peers and siblings. This is extremely concerning because it places all other individuals in the classroom at risk for being seriously injured by Sally. Elopement is also concerning because it places Sally at serious risk for being lost and potentially hurt. Sally has engaged in both elopement and aggression since starting school. Sally also occasionally engages in task refusal and this behavior began within the last 6 months but has increased frequency in the past 4 weeks. To assist in identifying precursors to 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)? Sally will first engage in task refusal then she will become physically aggressive. However, Sally will sometimes become physically aggressive without engaging in task refusal first. To determine the antecedent conditions that may be incorporated into the functional analysis test conditions: 8

Mom believes sally is attempting to communicate for a break, quiet environment, or space/ alone time. 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? Wants a break, alone time, space, or quiet environment because she gets overwhelmed with the loud noises or instructional time. Questions about Behavioral Function (QABF) Paclawskyj et al (2000) Students Name: Sally Johnson Date: 10/31/2023 Behavior: Physical Aggression Respondent: Sarah Rate how often the student demonstrates the behaviors in situations where they might occur. Be sure to rate how often each behavior occurs, not what you think a good answer would be. X = Doesn’t Apply 0 = Never 1 = Rarely 2 = Some 3 = Often Score Number Behavior 2 1. Engages in the behavior to get atention. 3 2. Engages in the behavior to escape work or learning situations. 0 3. Engages in the behavior as a form of “ self-stimulation.” 0 4. Engages in the behavior because he/she is in pain. 3 5. Engages in the behavior to get access to items such as preferred toys, food, or beverages. 2 6. Engages in the behavior because he/she likes to be reprimanded. 3 7. Engages in the behavior when asked to do something (get dressed, brush teeth, work, etc.) 0 8. Engages in the behavior even if he/she thinks no one is in the room. 0 9. Engages in the behavior more frequently when he/she is ill. 3 10. Engages in the behavior when you take something away from him/her. 10

2 11. Engages in the behavior to draw atention to him/herself. 3 12. Engages in the behavior when he/she does not want to do something. 0 13. Engages in the behavior because there is nothing else to do. 0 14. Engages in the behavior when there is something bothering him/her physically. 1 15. Engages in the behavior when you have something that he/she wants. 2 16. Engages in the behavior to try to get a r eaction from you. 3 17. Engages in the behavior to try to get people t o leave him/her alone. 1 18. Engages in the behavior in a highly repetitive manner, ignoring his/her surroundings. 0 19. Engages in the behavior because he/she is physically uncomfortable. 1 20. Engages in the behavior when a peer has something that he/she wants. 1 21. Does he/she seem to be s aying, “come see me” or “look at me” when engaging in the behavior? 3 22. Does he/she seem to be s aying, “leave me alone” or “stop asking me to do this” when engaging in the behavior? 0 23. Does he/she seem to enjoy the b ehavior, even if no one is around? 0 24. Does the behavior seem to i ndicate to you that he/she is not feeling well? 3 25. Does he/she seem to be s aying, “give me that (toy, f ood, item)” when engaging in the behavior? Atention Escape Non-Social Physical Tangible 1. Atention 2 2. Escape 3 3. Self-stim 0 4. In pain 0 5. Access to items 3 6. Reprimand 2 7. Do something 3 8. Thinks alone 0 9. When ill 0 10. Takes away 3 11. Draws 2 12. Not do 3 13. Nothing to do 0 14. Physical problem 0 15. You have 1 16. Reaction 2 17. Alone 3 18. Repetitive 1 19. 0 20. Peer has 1 11

References Capella University (2021, October 11). Capella Compassion Code [Word Document]. Chandler, L. K. & Dahlquist, C. M. (2015). Functional assessment: Strategies to prevent and remediate challenging behaviors in school settings . Pearson. Hanley, G. P., Jin, C. S., Vanselow, N. R., & Hanratty, L. A. (2014). Producing meaningful improvements in problem behavior of children with autism via synthesized analyses and treatments . Journal of Applied Behavior Analysis,47 (1), 16-36. Matson, J. L., & Vollmer, T. R. (1995). Questions About Behavioral Function (QABF) [Database record]. APA PsycTests. Paclawskyj TR, Matson JL, Rush KS, Smalls Y, Vollmer TR (1998) Questions about behavioral function (QABF): a behavioral checklist for functional assessment of aberrant behavior. Res Dev Disabil.1998 May-Jun;21(3):223-9. Saini, V., Ubdegrove, K., Biran, S., & Duncan, R. (2019). A preliminary evaluation of interrater reliability and concurrent validity of open-ended indirectassessment. .Behavior analysis in practice, 13 (1), 114-125. Singh, A. N., Matson, J. L., Mouttapa, M., Pella, R. D., Hill, B. D., & Thorson, R. (2009). A critical item analysis of the QABF: Development of a short form assessment instruction. Research in Development Disabilities, 30(4), 782-792. Smith, C. M., Smith, R. G., Dracobly, J. D., & Pace, A. P. (2012). Multiple-respondent anecdotal assessments: an analysis of interrater agreement and correspondence 13

with analogue assessment outcomes. Journal of applied behavior analysis,45(4), 779-795. 14