Summary of an Applied Behavior Analytic Journal Article

Your Name: Celeste Ambrose

Date: 5/29/2020

Instructor’s name: Jacqueline Marquez-Maldonado

Instructions

Be sure to type your answers under each question.

Author(s)’ last name(s) followed by first initials:

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HERSCOVITCH, B., ROSCOE, E., LIBBY, M., BOURRET, J., AHEARN, W.

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Date: 2009

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Article Title: A PROCEDURE FOR IDENTIFYING PRECURSORS TO PROBLEM
BEHAVIOR
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Name of Journal: JOURNAL OF APPLIED BEHAVIOR ANALYSIS

Volume: 42 Pages: 697–702

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I. Introduction

a) List the main reasons why the authors decided to conduct this study. How did they justify
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what they did? (At least 1 paragraph) (2 points):

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This study was conducted to further research possible precursors using indirect
assessment, direct assessment and a functional analysis on precursors and the severe targeted
behavior. Since the functional analysis requires repeated occurrences of the maladaptive
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behavior, severe aggression or self-injurious behaviors might not be an appropriate target. They
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justified what they did by showing that providing differential reinforcement for responses other
than the target behavior, these dangerous target behaviors actually occur less often.

b) Write the specific questions the author(s) asked or the hypothesis they wanted to test (usually
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found in the last paragraph of the introduction). Be sure to write it as a question (i.e- What will
happen to the tantrum behavior when the DRO treatment plan is implemented) or in “If/Then”
statement (i.e- If the DRO treatment is implemented, it is anticipated that the tantrum behavior of
the children will decrease). (1 points)

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 Do the implications of these findings show that outcomes from functional analyses of
precursor responses can be used to infer the function of more severe topographies that occur later
in the response-class hierarchy?

c) How does this article interest you? How does it relate to the teaching you plan to do? (At least
1 paragraph) (1 point)

I am not currently very involved in the FA or FBA portion of intake so this article will
show me how to collect data on aggressive and self-injurious behaviors. Also, the article will
provide me with more real-life information about the differences between indirect assessment,
direct assessment, and functional analysis.

II. Methods. Precisely describe.

a) the participants, including personnel, students, others (2 points)

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The boy in this study was Jay, a 10-year old diagnosed with autism who attended a

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program for those with developmental disabilities.

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Jay’s teacher and other students were present during parts of the study.

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Indirect assessments were conducted by 16 respondents who worked as Jay’s teachers.
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For direct assessment, trained observers watched recordings of sessions. During the functional
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analyses, Jay worked with a therapist.

b) The setting (location, physical arrangements) (2 points)

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Direct assessment sessions were conducted in his classroom which had a table and 2
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desks. The room was equipt for up to 4 students. Other students were present during the DA,
doing routine classroom activities.

Functional analysis sessions were conducted in a 1.5 by 3 meter room with one table and
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2 chairs.
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c) What was measured? (Usually particular behaviors) (2 points)

The target behavior was head-hitting. Precursors included finger biting, loud
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vocalizations, tail bone hitting, hand clasping and elbow hitting.

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d) How did the researchers conduct their measurement? Did they use instruments, score sheets
etc.?) (2 points)
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Each session was recorded and trained observers scored behaviors using handheld
computer software designed for behavior data collection, calculation and IOA. They recorded
head hitting, finger biting, tailbone hitting, and elbow hitting by frequency. They recorded the
loud vocalizations and hand clasping by duration. Data was summarized by response per minute
during the functional analysis by dividing the total number of responses by the total number of
minutes of the session.

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 e) What did the authors do to convince readers the measures were:

reliable or dependable: (1 point)

The observers took IOA.

valid (measured what they were supposed to) (1 point):

The collected data on not only the severe problem behavior, but also the precursors to
that severe behavior.

f) Describe the procedures. (Who did what, how, with whom, where, when, how often, and for
how long?). (At least 2 paragraphs) (3 point)

During the indirect assessment, respondents were asked to identify the precursors
observed and to rank them by primary, secondary and tertiary. Finger biting was the most
prevalently listed precursor, next were the loud vocalizations.

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For the direct assessment, Jay was recorded from 10:00am to 3:00pm for 5-12 minute

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periods. They taped until 20 instances or problem behavior had been captured. The total
observation was 56 minutes. Present was a desk, academic supplies, and leisure items.

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Two functional analyses were conducted. One provided different consequences for head
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hitting, the other for finger biting. There was less than one month between the two analyses.
They tested during play, alone, attention and demand conditions. A therapist worked with Jay
during the demand, attention and play conditions.
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III. Results
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Say what happened as a result of the methods being used. (You may wish to use the attached
templates to sketch the results.) (At least 2 paragraphs) (2 points)
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Both functional analyses show the behaviors to be maintained by escape from tasks.
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Finger biting primarily preceded head hitting during the functional analyses.

The results support how well a functional analysis can predict precursor behavior,
limiting the risk associated with the functional analysis of the target problem behavior.
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IV. Discussion and Conclusion.

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a) List the main issues the authors discussed (At least 2 paragraphs) (2 points)
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The study showed that both functional analysis both pointed in the same direction, an
escape maintained consequence. There was a reduction of head hitting from that of when the
functional analysis was done of finger biting. Finger biting happened 95% of the time before
head hitting showing that the primary precursor before head hitting was finger biting.

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 The analyses also further previous studies by doing direct and indirect assessments. The
study supports that both assessments identified precursor behavior but states that more research
needs to be done across participants and topographies.

b) Refer back to the specific question the authors asked and indicate their answer
(conclusion.) (1 point)

Do the implications of these findings show that outcomes from functional analyses of
precursor responses can be used to infer the function of more severe topographies that occur later
in the response-class hierarchy?

The functional analysis did help to determine precursor behaviors and the function of the
target and main precursor behavior -escape maintained.

V. Your own comments. (i.e- How will you apply what you learned? What are your
experiences? What was your favorite point, etc.) (At least 3 paragraphs) (3 points)

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I see through this article that it is proven effective to note precursor behaviors. I have

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been taught to watch for, learn and note precursor behaviors through this study and my job as a

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behavioral therapist. It is extremely important in successfully preventing, reducing or replacing
target problem behaviors.

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It was important that they noted all the precursor behaviors observed may be dangerous
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to the participant. These behaviors may all need to be part of an intervention to stop self-
injurious behavior for Jay.
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