The Effects of Conducting a Functional Analysis on Problem Behavior in Other Settings: The Possibility of Interaction Effects

Background:  

Children with autism may develop problem behaviors such aggression or self-injury that can result in harm to themselves or others. Studies have shown that basing treatments for severe problem behaviors upon the results of a prior functional analysis (FA) results in better outcomes (Campbell, 2003). Despite its standing as one of the most well supported guides to treatment of problem behaviors, it has been suggested that reinforcing problem behavior during FAs may result in an increase in problem behavior outside the FA setting. Call et al. (2012) and Shabaini et al. (2013) assessed whether problem behavior outside the setting in which an FA was conducted would increase when the FA was initiated. Results of both studies demonstrated that it was possible for problem behavior in the non-FA setting to be influenced by conducting a FA.  Additionally, results of the Call et al. study suggested that increases and decreases in problem behavior outside the FA setting were both possible.

Objectives:  

The purpose of the current study was to examine the influence of conducting an FA on problem behavior outside the FA setting while controlling for the presence of motivating events most likely to evoke problem behavior.

Methods:  

Nine individuals with autism or related disorders participated while receiving services in a day-treatment clinic that specialized in the assessment and treatment of problem behavior. Participants' time while present at the clinic was divided into time spent in the FA setting or on the unit, defined as all spaces outside the FA setting. The rate of problem behavior that occurred on the unit served as the primary dependent variable.

Three probes were conducted each day on the unit. During each probe, the participants were exposed to at least one of the antecedents and associated consequences consistent with those evaluated within a test condition of the FA; demands, restricted attention, or restricted access to preferred tangible items.

There were two experimental conditions. Baseline occurred during the time between the beginning of the participants' admission and the initiation of the FA. During the Functional Analysis condition, an FA was conducted and included tangible, attention, demand, and toy play conditions. Problem behavior that occurred in the FA setting was reinforced on an FR1 schedule. Every third instance of problem behavior that occurred on the unit was reinforced during the baseline and functional analysis conditions. 

Results:  

Overall, different effects of conducting an FA were observed across participants. For three participants, rates of problem behavior increased on the unit after the FA was introduced in the session room, for another participant problem behavior decreased on the unit after the FA was introduced, and for the remaining five participants, there was little to no change in the rate of problem behavior on the unit.  

Conclusions:  

The results of this study suggest than an FA, and the accompanying schedule of reinforcement for problem behavior, are capable of influencing problem behavior in a setting other than the one in which an FA is conducted.