Skill acquisition in the implementation of functional analysis methodology

Functional analysis methodology is a powerful assessment tool for identifyi ng contingencies that maintain a wide range of behavior disorders and for d eveloping effective treatment programs. Nevertheless, concerns have been ra ised about the feasibility of conducting functional analyses in typical sen ice settings. In this study, we examined the issue of skill acquisition in implementing functional analyses by evaluating an instructional program de signed to establish a basic set of competencies. Eleven undergraduate stude nts enrolled in a laboratory course in applied behavior analysis served as participants. Their performance was assessed during scripted simulations in which they played the roles of "therapists" who conducted functional analy ses and trained graduate students played the roles of "clients" who emitted self-injurious and destructive behaviors. To approximate conditions under which an individual might conduct an assessment with limited prior training , participants read a brief set of materials prior to conducting baseline s essions. A multiple baseline design was used to assess the effects of train ing, which consisted of reading additional materials, watching a videotaped simulation demonstrating correct procedural implementation, passing a writ ten quiz, and receiving feedback on performance during sessions. Results sh owed that participants scored a relatively high percentage of correct thera pist responses during baseline, and that all achieved an accuracy level of 95% or higher following training that lasted about 2 hr. These results sugg est that basic skills for conducting functional analyses can be acquired qu ickly by individuals who have relatively little clinical experience.