Using brief assessments to evaluate aberrant behavior maintained by attention.
A ten-minute FA with a parents-talking probe can spot a hidden attention function and fixed-time attention can drop the behavior the same day.
01Research in Context
What this study did
Two children with developmental delay showed problem behavior.
The team ran a 10-minute brief functional analysis.
They added one new probe: adults talked to each other while ignoring the child.
When problem behavior only happened during that probe, they knew attention was the payoff.
Next they gave attention on a fixed-time schedule, no matter what the child did.
What they found
Problem behavior dropped for both kids.
One child kept the gains for six months.
The whole process took under an hour to plan and test.
How this fits with other research
Lawer et al. (2009) used the same FA logic on a captive baboon.
The animal’s self-bite also stopped when staff stopped giving eye contact after bites.
Tyrer et al. (2006) seems to disagree.
They showed that giving lots of attention before a session made stereotypy worse, not better.
The key difference is timing.
Presession attention can prime the pump, but steady fixed-time attention during the day can still starve the problem.
Carr et al. (2002) found that just the sight of an adult’s face can cue self-injury.
Together these papers say: test carefully, then pick your moment to deliver or withhold attention.
Why it matters
You can finish a full FA and start treatment in one short visit.
Add the “parents-chat” probe any time the standard conditions look flat.
If problem behavior spikes only then, roll straight into fixed-time attention.
No extra rooms, no long sessions, no fancy toys needed.
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02At a glance
03Original abstract
We examined the use of brief functional assessments to identify idiosyncratic variables associated with aberrant behavior maintained by positive reinforcement in the form of attention. Two participants with severe developmental disabilities and their parents were involved in the assessment and treatment evaluation process. A modified attention condition was introduced, which involved both parents interacting with a third person. Results of the assessment demonstrated that aberrant behavior occurred only in the modified attention condition for both participants. Treatment consisted of the parents delivering attention on a fixed-time schedule during this specific social context. Results indicated that the treatment reduced problem behavior. Follow-up evaluations with 1 participant indicated maintenance of treatment effects for up to 6 months.
Journal of applied behavior analysis, 2000 · doi:10.1901/jaba.2000.33-109