{"id":{"repo_id":"ku","oai_identifier":"oai:kuscholarworks.ku.edu:1808/38012"},"canonical_url":"https://search.dev.ndltd.org/etd/ku/oai:kuscholarworks.ku.edu:1808/38012","repository":{"repo_id":"ku","name":"University of Kansas","base_url":"https://kuscholarworks.ku.edu/server/oai/request"},"display":{"title":"Replication and Extension of an Evaluation of a Functional Analysis Decision-Making Model","abstract":"The effectiveness of functional analysis (FA) has been demonstrated over the years (Melanson & Fahmie, 2023) however, FA is infrequently used in clinical practice (Oliver et al., 2015; Roscoe et al., 2015). Researchers have developed variations to the FA methodology originally described by Iwata et al. (1982/1994) to address behavioral and environmental constraints such as time, setting, dangerous behavior (e.g., self-injurious behavior), and session-resetting behaviors (e.g., elopement). In an unpublished thesis, Benson (2021) created, validated, and evaluated an FA decision-making model (DMM) for selecting an initial FA variation with graduate students. The majority of students needed additional training (i.e., CBT, rehearsal and feedback). The purposes of the current study were to replicate and extend Benson. Specifically, we were interested in evaluating the FA DMM with and without additional training with practicing, master’s- and doctoral-level Board Certified Behavior Analysts. Results of the study were similar to Benson and idiosyncratic across participants. One participant acquired the trained response following the introduction of the DMM, and three participants required additional training components. Similar to Benson, CBT and rehearsal and feedback were mostly ineffective. Thus, additional education and clinical experience did not impact participants responding using the DMM. Keywords: functional analysis, decision-making model, computer-based training","abstract_html":"The effectiveness of functional analysis (FA) has been demonstrated over the years (Melanson & Fahmie, 2023) however, FA is infrequently used in clinical practice (Oliver et al., 2015; Roscoe et al., 2015). Researchers have developed variations to the FA methodology originally described by Iwata et al. (1982/1994) to address behavioral and environmental constraints such as time, setting, dangerous behavior (e.g., self-injurious behavior), and session-resetting behaviors (e.g., elopement). In an unpublished thesis, Benson (2021) created, validated, and evaluated an FA decision-making model (DMM) for selecting an initial FA variation with graduate students. The majority of students needed additional training (i.e., CBT, rehearsal and feedback). The purposes of the current study were to replicate and extend Benson. Specifically, we were interested in evaluating the FA DMM with and without additional training with practicing, master’s- and doctoral-level Board Certified Behavior Analysts. Results of the study were similar to Benson and idiosyncratic across participants. One participant acquired the trained response following the introduction of the DMM, and three participants required additional training components. Similar to Benson, CBT and rehearsal and feedback were mostly ineffective. Thus, additional education and clinical experience did not impact participants responding using the DMM. 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Researchers have developed variations to the FA methodology originally described by Iwata et al. (1982/1994) to address behavioral and environmental constraints such as time, setting, dangerous behavior (e.g., self-injurious behavior), and session-resetting behaviors (e.g., elopement). In an unpublished thesis, Benson (2021) created, validated, and evaluated an FA decision-making model (DMM) for selecting an initial FA variation with graduate students. The majority of students needed additional training (i.e., CBT, rehearsal and feedback). The purposes of the current study were to replicate and extend Benson. Specifically, we were interested in evaluating the FA DMM with and without additional training with practicing, master’s- and doctoral-level Board Certified Behavior Analysts. Results of the study were similar to Benson and idiosyncratic across participants. One participant acquired the trained response following the introduction of the DMM, and three participants required additional training components. Similar to Benson, CBT and rehearsal and feedback were mostly ineffective. Thus, additional education and clinical experience did not impact participants responding using the DMM. Keywords: functional analysis, decision-making model, computer-based training"]},{"key":"dc:title","label":"Title","values":["Replication and Extension of an Evaluation of a Functional Analysis Decision-Making Model"]}]}],"canonical_facts":{"dc:contributor.advisor":["Juanico, Jessica"],"dc:creator":["Slazes, Makenzie"],"dc:date.accessioned":["2026-04-22T18:31:31Z"],"dc:date.available":["2026-04-22T18:31:31Z"],"dc:date.issued":["2024-01-01"],"dc:description.abstract":["The effectiveness of functional analysis (FA) has been demonstrated over the years (Melanson & Fahmie, 2023) however, FA is infrequently used in clinical practice (Oliver et al., 2015; Roscoe et al., 2015). Researchers have developed variations to the FA methodology originally described by Iwata et al. (1982/1994) to address behavioral and environmental constraints such as time, setting, dangerous behavior (e.g., self-injurious behavior), and session-resetting behaviors (e.g., elopement). In an unpublished thesis, Benson (2021) created, validated, and evaluated an FA decision-making model (DMM) for selecting an initial FA variation with graduate students. The majority of students needed additional training (i.e., CBT, rehearsal and feedback). The purposes of the current study were to replicate and extend Benson. Specifically, we were interested in evaluating the FA DMM with and without additional training with practicing, master’s- and doctoral-level Board Certified Behavior Analysts. Results of the study were similar to Benson and idiosyncratic across participants. One participant acquired the trained response following the introduction of the DMM, and three participants required additional training components. Similar to Benson, CBT and rehearsal and feedback were mostly ineffective. Thus, additional education and clinical experience did not impact participants responding using the DMM. 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