Ennio Cipani - Functional Behavioral Assessment, Diagnosis, and Treatment

i Functional Behavioral Assessment, Diagnosis, and Treatment

ii Ennio Cipani, PhD, is a licensed psychologist in California since 1983. He has been doing in-home and in-school behavioral consultation for children with problem behaviors for four decades. Dr. Cipani has published numerous articles, chapters, books, and software in the areas of child behavior management and parent and teacher behavioral consultation. He coauthored Behavioral Classification System for Problem Behaviors in Schools: A Diagnostic Manual (Springer Publishing, 2017).

A Complete System for Education and Mental Health Settings

Third Edition

Ennio Cipani, PhD

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Library of Congress Cataloging-in-Publication Data

Names: Cipani, Ennio, author.

Title: Functional behavioral assessment, diagnosis, and treatment : a complete system for education and mental health settings / Ennio Cipani.

Description: Third edition. | New York, NY : Springer Publishing Company, LLC, [2018] | Includes bibliographical references and index.

Identifiers: LCCN 2017013589 | ISBN 9780826170323 | ISBN 9780826170330 (e-book)

Subjects: I MESH: Behavior Therapymethods | Personality Assessment | Mental Disordersdiagnosis | Mental Disorderstherapy | Clinical Protocols

Classification: LCC LB1060.2 | NLM WM 425 | DDC 370.15/28dc23 LC record available at https://lccn.loc.gov/2017013589

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Contents

Contents

vi

Directions for Acquiring Online Instructors Material

This online instructors manual is available for qualified faculty who use this book as an adopted text for their course. Instructors can send an e-mail to to request access to these useful materials.

The online instructors manual includes the following:

A pool of chapter test items (multiple-choice and true/false items) that are separated into areas of content within each chapter (e.g., items measuring students comprehension of analogue assessment methods)

Measurement items (short answer) for determining student competency with each chapter objective

A narrated PowerPoint presentation detailing the supplemental materials and suggestions for use

Modularized chapter PowerPoint slide presentations with group assignments (called active student responses or ASRs) within each module section

Course Syllabus Builder: provides word files that can be copied and pasted to develop many of the components required in a course syllabus, such as:

Brief descriptions of each chapter

Chapter topics

Chapter objectives and BACB task lists for each chapter

Discussion questions

A gradebook

Assignment details and rubrics for scoring (including signature assignment mentioned in Preface

What to Read if You Used the Second Edition, a conversion guide that identifies the differences between the second and third editions. viii

Preface

Purpose of This Book

This book provides a comprehensive approach to designing behavioral treatments for children in homes and residential facilities, students in special and general education settings, and adults residing in inpatient units and facilities. Providing effective behavioral treatment strategies in these settings requires an understanding of the problem behaviors environmental function. A comprehensive approach to a behavior-analytic model involves the following: (a) conducting a functional behavioral assessment (FBA), (b) selecting a function-based hypothesis or classification of the problem, and (c) designing a function-based behavioral intervention or treatment. In regard to the hypothesis or classification activity, the forthcoming content of this text features the Cipani Behavioral Classification System (BCS). The Cipani BCS is a pioneering and groundbreaking taxonomy for classifying the functions of problem behaviors (Cipani & Cipani, 2017; Cipani & Schock, 2007, 2011). Codification of problem behaviors on the basis of the form of behavior or clusters of behaviors is the prevalent model in education and human services. But such a taxonomy is both insufficient and immaterial for a functional behavioral treatment approach. To provide treatment related to the problem behaviors contextual factors, a classification system must provide a framework for classifying behavioral phenomena that represent the same or similar environmental context factors. The Cipani BCS does so! Additionally, the same pragmatic model needs to be existent for behaviors that should be strengthened in the individual client or students repertoire. This text also provides a revolutionary classification system for determining the strength of replacement behaviors and functions: The Cipani Diagnostic Classification System for Replacement Functions.

How is a functional approach different from merely prescribing treatment based on the form of behavior? Let us say we have identified the following target behaviors for a student in a special education class for behavior disorders: aggressive behavior, noncompliance, and tantrum behaviors. Suppose behavioral assessment data reveal that all these behaviors occur when the student is asked to read a passage aloud. The child may initially refuse to read when called upon. The childs refusal to read is unsuccessful, as the teacher moves closer to the child to coax him or her, the child then throws a tantrum. As the child finds the tantrum doesnt work, he or she does find that the teacher becomes more coercive. Finally, the student gets out of his or her seat and issues profanities about the assignment. By understanding that all these behaviors have the same environmental function, a functional treatment can address them as a response class. Further, one may be able to determine why such a task generates escape behavior with this child.