Towards Developing a Classroom-Based Functional Analysis Condition to Assess Escape-to-Attention as a Variable Maintaining Problem Behavior

Abstract

Functional behavior assessment (FBA) incorporating a functional analysis is emerging as an effective model used to assess classroom behavior problems. However, conducting an FBA in a classroom presents challenges for school psychologists such as determining which environmental variables to evaluate in the assessment. Because teacher attention is often delivered at the same time a child is escaping academic tasks, a functional analysis might be conducted to determine which specific variable (escape or attention) is responsible for reinforcing the behavior. Currently, no published studies have evaluated functional analysis conditions designed to determine if the combination of multiple variables (i.e., escape and attention) presented together lead to differences in the level of problem behavior compared to when they are presented separately. This case study presents a classroom-based functional analysis in which an escape-to-attention condition was used. All data were collected during an actual consultation case and used for clinical decision making in a public school. A school-based behavioral consultant collected data and a paraprofessional conducted the analyses. Future research in this area, benefits of including the new analysis conditions in classrooms, and limitations of consultant-collected data are discussed.

Additional information

Notes on contributors

Michael M. Mueller

Michael M. Mueller received his PhD in School Psychology from The University of Southern Mississippi in 2002. He is currently the Director of the School Consultation Program and the Center for Applied Research at May South in Atlanta, GA. He is Senior Clinical Staff of the National Autism Center and a part-time instructor at Georgia State University. Michael is on the board of editors of Behavior Modification, Psychology in the Schools, School Psychology Quarterly, and The Journal of Evidence-Based Practices in Schools. His research interests are the assessment and treatment of severe behavior in school settings.

Heather E. Sterling-Turner

Heather E. Sterling-Turner received her PhD in School Psychology from Mississippi State University in 1999. Heather is an associate professor of School Psychology at the University of Southern Mississippi. Her research interests include assessment and treatment of behavior problems, treatment integrity, behavioral consultation, and pediatric psychology.

James W. Moore

James W. Moore received his PhD in School Psychology from The University of Southern Mississippi in 2002. He is currently an instructor at the Pearl River Community College in Pearl River, MS.