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Promoting Parent-Child Interaction PI and
CoPI
Duration Sponsor
Including Parents in Functional Analysis of Problem Behavior

Heitzman-Powell, L.
Jamison; Koertner

 

KUMC/Pediatric

Current data indicate an alarming increase in the number of young children identified with Autism Spectrum Disorders (ASD). Recent estimates from the Center for Disease Control and Prevention indicate that one in 88 children are on the spectrum (CDC, 2012).  Individuals with developmental disabilities, particularly autism, often present with high-risk aberrant/problematic behaviors that are challenging for them and their families. These behaviors often prevent individuals from participation in home and community activities, may result in injury, and often result in lost productivity and increased family stress.

The use of functional analysis is recommended in best-practice interventions for (National Research Council, 2001).  The information gathered from this analysis is then used to determine the function of the behavior and to create intervention plans that will effectively and efficiently decrease the aberrant behavior and increase a more socially acceptable alternative behavior.  Most often functional analyses are conducted by trained professionals who then create a function-based behavior intervention plan and pass it on to the child’s caregiver.  Since 1997, functional behavioral assessment has become a mandatory under IDEA (IDEA, 1997).  This has greatly increased the need for functional behavioral assessments.  Recent research has focused on effective methods of training undergraduate students and educators to conduct functional analyses (Iwata, et al., 2000; Moore, et al., 2002; Mueller, Edwards, & Trahant, 2003; Wallace, Doney, Mintz-Resudek, & Tarbox, 2004). Despite this increase in training and research and the fact that parental involvement is essential to sustaining and providing intervention services to children with Autism (National Research Council, 2001), only a small amount of research has been conducted regarding parent-conducted functional analyses (Dunlap, Newton, Fox, Benito, & Vaughn, 2001; Frea & Hepburn, 1999).  The current project seeks to fill that gap and to further explore what effect parent-training in functional analysis may have on parents’ abilities to intervene upon their child’s problem behavior.

 


What's New
Job Opportunities
  • Assistant Researcher We are seeking one to two assistant researchers (one full-time or two part-time) for the I-Connect Plus project to provide consultation and training in the use of intervention procedures for participants (adolescents and young adults with ASD), their teachers, and service providers; facilitate recruitment, scheduling with school staff, and assist in consent and assent procedures. This researcher(s) will also provide ongoing monitoring and coaching to participants (adolescents and young adults with ASD), their teachers, and service providers in the use of the intervention, among other activities. View the full job posting and apply here
  • Student Hourly Positions We are seeking to fill student hourly positions. These students will be responsible for data collection activities with preschool students and teachers, including administering literacy assessments to children, observing classroom instruction and interactions, and assisting in the preparation and delivery of data reports in the Kansas City Metro area, as well as data management and entry at our offices in downtown Kansas City, Kansas. View the full job posting and apply here.  
 
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An additional huge thank you to our team at the Life Span Institute on campus at KU for your help. Your work is so important to us!