Description
Final Project 7712 contains the previous project with all the needed information for this paper. Fidelity Feedback contains the previous project with the feedback for changes. Final the rubric for this specific one.
Unformatted Attachment Preview
Fidelity Checklist
Capella University
PSY 7724-Organizational Behavior Management: Supervision and Management in Applied
Behavior Analysis
Description of Case
Concerns about a child of almost two years and nine months old elder child’s problematic
behaviors, which have surfaced since the arrival of the younger brother and their starting
daycare. The child has been hitting, screaming, and refusing food which presents unique
challenges and potential consequences for the child’s development and family life. The referral
aims to improve the child’s overall well-being and social relationships by identifying the causes
of these behaviors, understanding their functions, and developing targeted interventions.
Selected Procedure
A Functional Behavior Assessment (FBA) is a systematic approach to understanding and
managing challenging behaviors. It uncovers the underlying reasons for troublesome behaviors
and helps develop customized intervention techniques for individuals (Cooper et al., 2019). The
basis for the recommendation to do an FBA is a young child exhibiting problematic behaviors.
The client chosen for this examination is a male toddler, about two years and nine months old,
who is experiencing difficulties such as striking, yelling, and food refusal. This FBA will use
various assessment approaches to identify and resolve these problematic behaviors.
Fidelity Checklist
Functional Behavior Assessment Fidelity Checklist
Client: _____________________________
Trainee: _____________________
Trainer: ____________________________
Date: ________________________
Criteria
Completed
(Yes/No)
Feedback
1. Identify and clearly define target
behaviors
2. Use of multiple sources of data
(interviews, direct observation)
3. Collection of ABC data
4. Identify patterns and functions of
behavior
5. Desing a function-base intervention
6. Maximize intervention success
(adherence to ethical guidelines)
7. Implement the intervention
8. Evaluation of intervention
Analisys of Checklist
To create a comprehensive checklist for implementing the Functional Behavior Assessment
(FBA), I found it helpful to review my final projects from courses 7712 and 7713. Going through
those projects allowed me to revisit the steps I had taken to complete them successfully, which
helped me evaluate my process and task list for conducting the FBA. Additionally, I completed
the media activity this week and conducted research to ensure that I included all essential
information in the checklist. The checklist includes the importance of following ethical guidance,
which is also incorporated within some of the steps.
However, this checklist assumes that the person using it has prior experience in multiple
areas, including ABC data collection and designing function-based interventions. As a result, it
might be challenging for someone who lacks experience in these areas to use this checklist
effectively. Therefore, it is essential to gain practical experience in each of these areas before
using this fidelity checklist to conduct an FBA.
Evaluation of Checklist
This checklist is designed to gather all necessary documentation required to check each
step. To ensure accuracy, direct observation is incorporated, which means that there are
documentation requirements within the checklist that can only be completed by engaging in
direct observation. It is highly recommended to consider numerous factors such as interviewing
different caregivers, observing behaviors in different settings, or even at various times of the day
to ensure that all necessary documentation is collected (Cooper et al., 2019).
Once the fidelity checklist is completed, the next step is to evaluate it using the five-step
approach proposed by Feely for developing fidelity tools. The five steps include defining the
purpose and scope of the fidelity instrument, identifying essential components of the monitoring
system, developing the fidelity tool, monitoring fidelity, and using fidelity ratings in analyses
Givens et al., 2021).
However, it is important to note that the measurement method of “yes” or “no” only
determines the presence or absence of each concept rather than the quality of their delivery
(Givens et al., 2021). This leads us to consider appropriate changes that also evaluate the quality
of the delivered procedures involved.
References:
Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd ed.).
Pearson Education (US). https://capella.vitalsource.com/books/9780134798783
Givens, A., Francis, A. M., Wilson, A. B., Parisi, A., Phillips, J., & Melissa, V. (2021).
Accountability in Intervention Research: Developing a Fidelity Checklist of a Mental
Health Intervention in Prisons. Community Mental Health Journal, 57(7), 1288-1299.
https://doi.org/10.1007/s10597-021-00777-x
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Comprehensive Functional Behavior Assessment for Challenging Behaviors
Capella University
PSY 7712, Behavior Analytic Assessment
Professor Christina Conner
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Comprehensive Functional Behavior Assessment for Challenging Behaviors
A Functional Behavior Assessment (FBA) is a core idea in behavior analysis that serves
as a systematic strategy for understanding and managing challenging behaviors in individuals.
An FBA is a complex approach that aims to uncover the functions or underlying reasons for
troublesome behaviors that can differ from person to person. These functions frequently include
attracting attention, escaping unpleasant situations, getting desired objects, and self-stimulating.
Behavior analysts get vital insights into why these behaviors occur and can then build successful
intervention techniques customized to the individual’s unique needs and circumstances by
completing an FBA. The basis for the recommendation to do an FBA in this situation is a young
child exhibiting problematic behaviors (Buhler et al., 2022). The client chosen for this
examination is a male toddler, about two years and nine months old, the older brother in a family
dynamic that has just changed dramatically. The difficulties he confronts, such as striking,
yelling, and food refusal, have worried caregivers and parents. Exploring the roles of these
behaviors is critical to developing solutions that address the current difficulties and improve the
child’s overall well-being and development. To thoroughly identify and resolve these
problematic behaviors, this FBA will use numerous assessment approaches, ranging from
indirect interviews with caregivers to descriptive and hypothetical experimental studies.
Reason for Referral
The child chosen for this Functional Behavior Assessment (FBA) is almost two and nine
months old and the younger sibling of a 1-year and 7-month-old brother. Concerns about the
elder child’s problematic behaviors, which have surfaced since the arrival of the younger brother
and their starting daycare, prompted the referral for the FBA. Because the elder child was the
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first grandchild on both sides of the family, the arrival of the younger sibling caused a substantial
shift in family dynamics. The larger child had been surrounded mainly by grownups before the
arrival of the younger sibling. While the child has no behavioral or mental issues, recent changes
in the family setting and the introduction of daycare attendance may have led to the appearance
of problematic behaviors. In this situation, we are concerned about three specific behaviors:
hitting, screaming, and food refusal. Each of these behaviors presents unique challenges and
potential consequences for the child’s development and family life. Hitting and screaming can
cause problems when the child starts to socialize, while food refusal can lead to medical issues in
the future if the child does not receive the necessary nutrients for their body. The referral aims to
improve the child’s overall well-being, social relationships, and transition to new family
dynamics and childcare settings by identifying the causes of these behaviors, understanding their
functions, and developing targeted interventions.
Overview
Purpose of an FBA
The primary goal of a Functional Behavior Assessment (FBA) is to carefully evaluate
and comprehend the causes of problematic behaviors displayed by individuals. An FBA is more
than just a diagnostic tool; it is a thorough process to discover the underlying functions
underlying aberrant behaviors. Understanding these functions is critical because it allows
behavior analysts to develop interventions that are not only successful but also sensitive to the
requirements and circumstances of the individual (Cooper et al., 2020). Behavior analysts use the
FBA approach to address the question, “Why is this behavior happening?” This inquiry serves as
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the foundation for behavior analysis, guiding the development of solutions to modify behavior
and improve the individual’s quality of life.
Understanding the functions of challenging behaviors must be addressed. Individuals
who struggle to convey their needs, wishes, or pain more conventionally may resort to
problematic behaviors such as punching, screaming, or food refusal. These actions can be
distracting, upsetting, and potentially dangerous to individuals and those around them. Attempts
to address these behaviors without a thorough grasp of the functions may be erroneous, resulting
in ineffective or even detrimental interventions (Slocum et al., 2022). Behavior analysts use FBA
to decode the message communicated by these problematic behaviors. For example, hitting may
indicate a craving for attention, whereas shouting may indicate frustration or sensory overload.
Recognizing these functions enables analysts to develop strategies that provide individuals with
alternate, more flexible methods to attain their goals and meet their requirements.
Three target behaviors have been chosen for assessment in this FBA: hitting, screaming,
and food refusal. Each of these behaviors presents obstacles, and understanding how they work is
critical for developing successful remedies. Hitting, for example, not only endangers the wellbeing of others but also interrupts social interactions, making it an urgent problem (Buhler et al.,
2022). Screaming, however, can suggest underlying mental discomfort or communication issues,
although less physically destructive. Finally, while food refusal is typical in young children, it
can have long-term health consequences and may be caused by sensory sensitivities, learned
behaviors, or medical concerns.
These behaviors were chosen for their frequency, severity, and impact on the individual
and their surroundings. This FBA tries to acquire insight into the individual’s needs and motives
by focusing on these specific behaviors, paving the way for tailored and compassionate
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solutions. In the following sections, we will look at several assessment methods, such as indirect
interviews and descriptive evaluations, to delve deeper into the functions of these behaviors and
design behavior change strategies.
Target Behaviors
Hitting, Screaming, and Food Refusal are the target behaviors chosen for this Functional
Behavior Assessment (FBA). Each of these behaviors was picked for its importance in the child’s
life and its potential impact on their well-being and social connections.
Hitting was chosen as a target behavior because of the potential harm it could do to others
and its disruptive nature. The child who is hitting is endangering himself and everyone around
them. Hitting is a physical aggressiveness that can cause others pain or injury, making it a vital
behavior to address. This conduct began about four months ago, simultaneously with the younger
sibling’s gaining independence and mobility. As a result, understanding the role of hitting is
critical, as is developing therapies to teach the child more appropriate and adaptive ways to
express themselves and engage with others.
Screaming was highlighted as another target behavior since it occurs frequently, although
it may not inflict immediate bodily injury. Screaming can be motivated by a variety of factors,
including a need for attention, an expression of irritation, or an attempt to leave or avoid a
situation (Chandler & Dahlquist, 2015). Understanding the function of screaming is crucial for
efficiently addressing the child’s communication demands. Teaching alternate and more suitable
communication skills can assist in reducing the child’s dependency on screaming as a form of
expression. Furthermore, eliminating this behavior can result in more favorable social
interactions and general well-being.
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The third target behavior chosen for evaluation is food refusal. A constant avoidance or
rejection of specific food products characterizes this. While the youngster may not entirely
abstain from eating, their refusal to consume particular meals is cause for concern. This conduct
has been going on for a long time, and despite the parents’ best efforts, they have yet to find a
practical approach to handle it. Sensory sensitivities, aversions to specific textures or flavors,
taught behaviors, or significant medical difficulties are all possible causes of food refusal. As a
result, it is critical to undertake a thorough assessment to determine the variables contributing to
food rejection and to adopt treatments to increase the child’s dietary options and maintain
sufficient nutrition.
In summary, the target behaviors for this FBA were chosen based on their relative effects
on the child’s well-being, social relationships, and overall development. Hitting put people in
danger, whereas screaming, while not physically dangerous, impacted the child’s communication
and interactions (Jimenez-Pride, 2021). Concerns were raised concerning the child’s nutrition and
nutritional choices due to his food refusal. This FBA attempts to understand the functions of
these target behaviors and design effective interventions to assist the child’s positive behavioral
development and adjustment to recent familial and environmental changes by addressing them.
Indirect Assessment
Method of Indirect Assessment
Conducting caregiver interviews was the type of indirect assessment used in this
Functional Behavior Assessment (FBA). These interviews were extremely helpful in acquiring
information on the child’s habits, routines, and potential variables leading to the target behaviors.
The caregiver interviews were designed to extract data from the people who spend the most time
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with the child, notably the parents (Chandler & Dahlquist, 2015). Caregiver interviews are
essential to an FBA because they provide context and historical information that helps behavior
analysts understand the issues the child and their families face.
As part of the FBA, behavior analysis professionals use the Functional Analysis
Interview (FAI) Form to understand the reason behind problem behavior. By asking questions
and gathering information, the FAI Form can identify the purpose of the behavior, such as
attention-seeking or escape. This information is then used to create a personalized behavior
intervention plan that promotes positive and appropriate behavior. Some professionals have also
created alternative forms and processes to assess challenging behavior in a shorter amount of
time while maintaining accuracy.
One of these alternative tools is the Questions About Behavioral Function (QABF),
which uses a 25-item checklist to assess the purpose of problem behaviors. Caregivers or
professionals familiar with the individual’s behavior complete the QABF form, which asks about
the frequency of challenging behavior in different situations and the message communicated by
the behavior. The QABF tool has proven highly reliable and useful, guiding subsequent
observations, and helping to create effective behavior intervention plans.
To understand the behavior, we use the FAI tool to identify the triggers behind the
client’s hitting behavior. Before addressing the behavior, it’s essential to understand why it’s
happening. The FAI can help us answer this question. We also use the QABF to determine the
purpose of the behavior. What is the client trying to communicate by engaging in challenging
behavior, specifically hitting? Using both the FAI and QABF helps us gather the information we
need to develop the most effective treatment plan for the client.
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Summary of Indirect Assessment
During the caregiver interviews, valuable information was obtained regarding the child’s
behaviors and possible functions. The parents provided detailed information about three target
behaviors: hitting, screaming, and food refusal, which was noted by Slocum et al. (2022). Parents
reported that hitting was most common when the child interacted with their younger brother,
who was about one year and seven months old. This observation corroborated the evidence that
the behavior began about four months ago when the younger sibling began to walk and express
independence. Due to the hitting behavior, parents expressed concern for the safety of both
children.
Parents reported that screaming was most frequently reported when the child sought
attention or felt frustrated. The inability of the child to effectively convey their demands was the
critical reason for these outbursts, according to Cooper et al. (2020). Furthermore, parents said
that calling was frequent, occurring at least once or twice per day. This finding highlighted the
importance of addressing this behavior to improve the child’s communication abilities and lessen
frustration.
During the caregiver interviews, food refusal was also a significant concern. According to
parents, the child routinely avoided or refused specific food items during mealtimes, and this
behavior had been going on for a long time, as noted by Jessel & Metras (2023). Despite
numerous attempts to introduce new foods and encourage the child to consume a wider variety of
foods, parents expressed frustration and concern about their child’s limited dietary options. The
interviews revealed that food rejection was significant for the family because it generated
concerns about the child’s nutrition and overall health.
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After a thorough examination of the provided form and information, it was observed that
the client displays a repeated pattern of hitting behavior on multiple occasions throughout the
day. This behavior is the main challenging behavior that the client manifests, mainly during
playtime with their younger brother. It was noted that the client uses hitting as a means of
asserting dominance and controlling the dynamics of the games. Furthermore, the client resorts
to hitting and screaming when their brother does not conform to their preferences, suggesting an
underlying issue that warrants further investigation and intervention.
Descriptive Assessment
Operational Definitions
Working definitions are critical for ensuring consistency and accuracy when selecting
and monitoring goal behaviors. Three target behaviors have been chosen for this Functional
Behavior Assessment (FBA): hitting, screaming, and food refusal. Each of the following
behaviors is defined:
Hitting: Purposefully striking or forcefully touching another person using a closed fist or open
hand is considered a form of physical aggression known as hitting. Such behavior can cause
pain, injury, or discomfort to the victim. However, it is essential to note that not all physical
contact qualifies as hitting. For instance, innocent gestures such as hugging, high-fives,
handshakes, or gentle touching will be considered a non-example of the target behavior. To
assess the frequency of hitting behavior, clinicians may count the number of times a client
engages in this behavior within an hour.
Screaming: When an individual produces a vocalization that is notably louder than their typical
conversational tone and extends for a minimum of three seconds, this behavior can be counted as
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screaming. Typically, this conduct is paired with a facial expression indicating negative
emotions, such as anger, sadness, or disgust. It is crucial to note that speaking in a regular tone of
voice, singing, or whispering does not fall under the category of screaming.
Food Refusal: Food Refusal is when someone consistently avoids or rejects a particular food
item. This can be seen when the client turns their head away, spits out the food, pushes it away,
or walks away from it. It’s important to note that if the client eats the food, it’s not an example of
this behavior. To measure food refusal, Trial-by-Trial Recording will be used. This means
counting each time 8 the food is presented and noting whether the client refused it or not. This
data helps track which specific foods or situations may be causing the food refusal.
Measurement Procedure
Baseline data collection is an integral part of the FBA process because it offers a clear
picture of the frequency and severity of the target behaviors before any interventions are
performed. The following measurement procedures were used to acquire baseline data for each
of the three target behaviors:
For Hitting: The frequency of hitting behavior was determined by counting how many times the
client hit during a one-hour observation period. This observation occurred during commonly
occurring interactions between the child’s younger brother and other people to get a
representative sample of the behavior.
For Screaming: Observation was also used to determine the frequency of yelling behavior.
During one-hour observation sessions in various circumstances, the number of times the kid
participated in screaming behavior lasting three seconds or longer was noted.
For Food Refusal: During lunchtime, a Trial-by-Trial Recording approach was used to measure
food refusal. The observer documented whether the youngster refused the meal (e.g., by turning
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the head away or pushing it out) or took it each time it was served to the child. This strategy
enabled tracking of specific foods or events related to food refusal.
It is crucial to include the values of compassion and cultural humility when doing the
descriptive evaluation for the target behaviors of hitting, shouting, and food refusal. Cultural
humility entails appreciating the client’s personality and cultural background while
understanding and empathizing with their experiences and feelings. The assessor should
approach the evaluation with a nonjudgmental and empathic perspective to infuse compassion.
They should comprehend the underlying causes of the client’s conduct, such as their emotions or
any potential environmental influences. The assessor can provide a secure and encouraging
environment for assessment by validating the client’s experiences and feelings. Recognizing that
a client’s behavior could be influenced by their cultural background, family dynamics, or
experiences is where cultural humility comes into play (Jimenez-Pride, 2021). The assessor
should try comprehending the client’s background and experiences rather than making
assumptions or generalizations based on cultural clichés. This can be accomplished by being
open-minded, actively listening, and interacting with others in a culturally sensitive manner
while conducting the assessment.
Baseline Data
Baseline Data for Hitting
Observation Session
Frequency of Hitting
Session 1
4
Session 2
3
Session 3
5
Session 4
6
12
Session 5
4
Baseline Data for Screaming
Observation Session
Frequency of Screaming
Session 1
8
Session 2
7
Session 3
9
Session 4
6
Session 5
8
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Baseline Data for Food Refusal
Food Item Presented
Refused
Accepted
Food Item A
4
6
Food Item B
5
5
Food Item C
6
4
Food Item D
7
3
Food Item E
4
6
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When the hypothetical baseline data is interpreted, it becomes clear that the youngster
engages in hitting behavior at variable frequencies among observation sessions, ranging from 3
to 6 times per hour. The frequency of shouting also varied, with sessions displaying 6 to 9
instances per hour. According to food refusal data, different food products evoke varying refusal
rates, with some consistently refusing more than others.
ABC Data Collection
Antecedent-Behavior-Consequence (ABC) data collection and analysis are
integral to the Functional Behavior Assessment (FBA) process. The primary objective of
collecting ABC data is to identify patterns and contingencies surrounding the target behaviors
(Hitting, Screaming, and Food Refusal) and gain insight into the potential functions of these
behaviors. Below is a table summarizing the ABC data collected during several observation
sessions:
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Summarize the ABC Data and Analysis:
Frequency of
Frequency of
Frequency of Food
Observation Session
Hitting
Screaming
Refusal
Session 1
4
2
3
Session 2
3
1
4
Session 3
5
3
2
Session 4
6
2
5
Session 5
4
1
4
Several patterns and observations emerge upon reviewing the collected ABC data.
These patterns provide valuable insights into the potential triggers and functions of the target
behaviors.
The frequency of Hitting varies over different observation sessions. Session 4 had the
highest frequency of hitting, with six occasions, while Session 2 had the lowest, with three.
Analyzing the causes and consequences of hitting during these sessions indicates some
regularity. For example, beating frequently occurred in response to the client’s younger
brother approaching or attempting to play with her toys (Cooper et al., 2020). Furthermore,
following hitting conduct, caregivers’ attention was usually directed toward the client. This
implies that the client may use hitting to garner attention and impose control over their
belongings.
In the example of Screaming, the data reveals frequency changes throughout sessions,
with Session 3 having the most significant frequency (3) and Session 2 having the lowest (1).
Examining the antecedents and consequences revealed that screaming occurred most
frequently when the client was refused access to a desired object or activity, such as viewing a
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TV program or eating a specific food. Screaming behavior frequently resulted in caregiver
attention and attempts to calm the client. When the client’s desires are not realized, screaming
may be used as a means of protest or communication.
Finally, the frequency of Food Refusal varies, with Session 4 recording the most
significant frequency (5) and Session 2 recording the lowest (4). A closer look at the data
reveals that food refusal frequently occurs during mealtimes when the client is faced with
meals that have certain textures or flavors that they find disagreeable. Food refusal usually
resulted in caregiver attempts to offer alternate foods or engage the client in non-food-related
activities. This evidence demonstrates that sensory sensitivity or preferences may impact food
refusal.
Visual Display of ABC Data
Behavior
Antecedent
Consequence
Lopez got up and started
Lopez was sitting down and
Her mother gave him a time-out
hitting his young brother.
playing with car toys when
in a corner the calm corner.
his little brother got close.
Lopez began to scream
Client was playing on the
The daycare teacher went and
saying “MY TURN!”
patio and wanted to go
took Lopez to the table with her.
down the slide where a peer
was seat at.
Lopez got a different
Lopez was playing with
The teacher took the
block and hit his peer.
his peers to build blocks
building blocks away from
when one of the kids took
all the kids.
a block that the client was
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about to grab.
Lopez got up and pushed
Lopez was participating in
The teacher sent the client
away his peer in front of
circle story time with
to the table on his own.
him.
peers
Lopez pushed the food
During lunch time client
The teacher took him to the side
away and threw the water
got the food placed in
and personally gave him the food.
on the floor.
front of him.
The following graph illustrates the frequency of each target behavior (Hitting, Screaming,
and Food Refusal) across the five observation sessions to provide a more precise representation
of the collected ABC data.
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The visual representations of ABC data reveal some interesting trends. Hitting,
Screaming, and Food Refusal frequency varies among observation sessions. These variances
can be linked to changes in antecedents and consequences during each session. According to
the statistics, each behavior may have separate triggers and functions (Jimenez-Pride, 2021).
Hitting is motivated by situations in which the client’s goods or personal space are infringed
upon, resulting in a desire for control or attention. Screaming, conversely, usually occurs
when the client is refused access to desired objects or activities, potentially to vent frustration
or seek attention. Food refusal is more likely when the client encounters foods with
disagreeable sensory features.
Conclusion of Descriptive Assessment
Based on the descriptive data gathered during the FBA, many hypotheses can be
developed regarding the potential functions or environmental variables impacting the child’s
troublesome behaviors. The antecedent situation of disagreements over custody of toys involving
the younger brother is a crucial trigger for the conduct of hitting. The hitting conduct of the client
serves the purpose of acquiring access to preferred items or expressing control over things.
Verbal reprimands and periodic departure from the situation may also function as caregiver
attention, albeit negatively.
The antecedent conditions for screaming reveal that the behavior occurs when the kid
demands attention, mainly when caregivers are busy with other duties or when immediate
requests are not answered. Screaming may be used to attract caregiver attention and disrupt
ongoing tasks. The consequences, which include caregiver attention and sometimes request
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fulfillment, support the concept that attention-based reinforcement is used to continue the
behavior.
Concerning Food Refusal, the antecedent condition of specific food item presentation
indicates that the child may have aversions or preferences relating to certain foods’ flavor,
texture, or appearance. Food refusal behavior may serve the purpose of avoiding or escaping
from uncomfortable or non-preferred foods. Responses from caregivers, such as food item
removal and giving alternatives, may promote the rejection behavior. Furthermore, caregivers’
verbal influence may unwittingly maintain the behavior by providing attention and different food
options.
Experimental Analysis
Selection of Experimental Analysis
The selection of an appropriate experimental analysis method is critical for
comprehending the functions of the target behaviors while remaining humane. A functional
approach incorporating the alteration of antecedent conditions and consequences will be used in
this situation. This option was chosen because it is necessary to determine the precise
environmental elements impacting the problem behaviors (Jessel & Metras, 2023). It is possible
to pinpoint the functions while systematically changing the settings and ensuring the process
remains ethical and respectful. Rather than simply focusing on behavior reduction, compassion is
at the forefront of this decision because it provides a deeper understanding of the child’s needs
and motivations underlying the actions.
Conditions of the Experimental Analysis
The experimental study will include several circumstances, each testing a different
hypothesis about the functions of the target behaviors. To address the child’s hitting behavior, an
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attention (social positive reinforcement) condition will be developed, in which the child will be
allowed access to favored toys, and caregiver attention will be delivered contingent on proper
interactions. In the second condition, Alone, the youngster will play autonomously without any
caregiver attention or access to selected things (Chandler & Dahlquist, 2015). When the child
screams, an attention (social positive reinforcement) requirement will be set up, in which the
child’s precise requests will be met instantly when spoken effectively, encouraging positive
communication. A demand (social negative reinforcement) condition will also be constructed, in
which the child will be given tasks with explicit instructions, and failure to comply will result in
task removal and a brief rest. Food refusal will be addressed with a meal presentation (escape
from unfavorable foods) condition, in which the child will be presented with various food items,
and refusal will result in their removal without any additional attention or other meal options. A
food presentation (attention) condition will also determine whether the child’s rejection is
motivated by a need for attention and whether ignoring the behavior results in changes.
Hypothetical Data and Visual Interpretation
The frequency of hitting is expected to decrease in the Attention condit
