Abstract
Severe problem behavior (e.g.,self-injury and aggression) remains among the most serious challenges for the habilitation of persons with intellectual disabilities and is a significant obstacle to community integration. The current standard of behavior analytic treatment for problem behavior in this population consists of a functional assessment and treatment model. Within that model, the first step is to assess the behavior-environment relations that give rise to and maintain problem behavior, a functional behavioral assessment. Conventional methods of assessing behavioral function include indirect, descriptive, and experimental assessments of problem behavior. Clinical investigators have produced a rich literature demonstrating the relative effectiveness for each method, but in clinical practice, each can produce ambiguous or difficult-to-interpret outcomes that may impede treatment development. This paper outlines potential sources of variability in assessment outcomes and then reviews the evidence on strategies for avoiding ambiguous outcomes and/or clarifying initially ambiguous results. The end result for each assessment method is a set of best practice guidelines, given the available evidence, for conducting the initial assessment.
Original language | English (US) |
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Pages (from-to) | 1-35 |
Number of pages | 35 |
Journal | Behavioral Interventions |
Volume | 30 |
Issue number | 1 |
DOIs | |
State | Published - Feb 1 2015 |
ASJC Scopus subject areas
- Psychiatry and Mental health
- Clinical Psychology
- Developmental and Educational Psychology
- Arts and Humanities (miscellaneous)