Martens Brian K, Baxter Emily L, McComas Jennifer J, Sallade Samantha J, Kester Johanna S, Caamano Miguel, Dimian Adele, Simacek Jessica, Pennington Brittany
Syracuse University.
University of Minnesota.
Behav Anal (Wash D C). 2019 Nov;19(4):343-356. doi: 10.1037/bar0000153. Epub 2019 Jan 28.
This study examined whether experimental functional analyses (FAs) conducted by parents at home with coaching via telehealth would produce differentiated results, and compared these results to the functions identified from structured descriptive assessments (SDAs) also conducted by parents at home via telehealth. Four boys between the ages of 4- and 8-years old with intellectual and developmental disabilities and their parents participated. All assessments were conducted in the children's homes with their parents serving as intervention agents and with coaching from remote behavior therapists using videoconferencing technology. Parent-implemented FAs produced differentiated results for all 4 children in the study. Overall, analyzing antecedent-behavior (A-B) and behavior-consequence (B-C) relations from the SDA videos identified only half of the functions identified by the FAs. For children whose SDA results were differentiated, analyzing A-B relations correctly identified 4 of 5 functions. Analyzing B-C relations correctly identified 5 of 6 functions identified by the experimental FA, but overidentified attention for all children. Implications for conducting functional analyses and interpreting structured descriptive assessment via telehealth are discussed.
本研究考察了家长在家中通过远程医疗指导进行的实验性功能分析（FAs）是否会产生不同的结果，并将这些结果与同样由家长在家中通过远程医疗进行的结构化描述性评估（SDAs）所确定的功能进行比较。四名年龄在4至8岁之间的智力和发育障碍男孩及其家长参与了研究。所有评估均在孩子家中进行，家长作为干预实施者，并由远程行为治疗师通过视频会议技术提供指导。家长实施的功能分析在研究中的所有4名儿童身上都产生了不同的结果。总体而言，从结构化描述性评估视频中分析前因-行为（A-B）和行为-后果（B-C）关系，仅确定了功能分析所确定功能的一半。对于结构化描述性评估结果有差异的儿童，分析A-B关系正确识别了5个功能中的4个。分析B-C关系正确识别了实验性功能分析所确定的6个功能中的5个，但对所有儿童都过度识别了注意力功能。文中讨论了通过远程医疗进行功能分析和解释结构化描述性评估的意义。
