ABA-6910

Deochand, N., Eldridge, R. R., & Peterson, S. M. (2020). Toward the Development of a Functional Analysis Risk Assessment Decision Tool. Behavior Analysis in Practice, 13(4), 978.
A functional analysis assessment does not come without risks to the client and assessor. The authors surveyed behavior analysts to determine their perceived need for a risk assessment tool prior to conducting a functional analysis.

Gerhardt, P. F., Weiss, M. J., & Delmolino, L. (2004). Treatment of severe aggression in an adolescent with autism: Non-contingent Reinforcement and Functional Communication Training. The Behavior Analyst Today, 4(4), 386–394.
The authors used a combination of non-contingent reinforcement and functional communication training to treat severe aggression in an adolescent. The initial response was a significant reduction in aggression, but after 5 weeks the aggression increased. Staff were retrained and the aggression decreased again.

Graber, A., & Graber, J. E. (2019). The Unique Challenge of Articulating the Behavior Analysts’ Ethical Obligations and the Case of Punishment. Behavior Analysis in Practice, 12(3), 688-695.
There is often confusion with the term “punishment.” The authors identified a possible need to refer to punishment as the need to avoid techniques that cause pain or discomfort rather than techniques that meet the technical definition of the word punishment.

Kurtz, P. F., Chin, M.D., Huete, J.M., Tarbox, R.S.F., O’Connor, J.T., Paclawskyj, T.R., & Rush, K.S., (2003). Functional analysis and treatment of self-injurious behavior in young children: A summary of 30 cases. Journal of Applied Behavior Analysis, 36(2), 205-219.
Functional analyses are often used in assessing individuals with long-term severe behaviors. The authors evaluated the effectiveness of using a functional analysis to treat self-injurious behavior as part of early intervention treatment.

Robinson, J., Gershwin, T., & London, D., (2019). Maintaining safety and facilitating inclusion: using applied behavior analysis to address self-injurious behaviors within the general education classroom. Beyond Behavior, 28(3),154-167.
This article reviews a step-by-step process for using behavior analytic assessment and procedures to address individuals with self-injurious behaviors within the general education classroom.

Vollmer, T. R., Iwata, B. A., Zarcone, J. R., Smith, R. G., & Mazaleski, J. L. (1993). The role of attention in the treatment of attention-maintained self-injurious behavior: Noncontingent reinforcement and differential reinforcement of other behavior. Journal of Applied Behavior Analysis, 26(1), 9–21.
The authors used noncontingent reinforcement as a treatment, not as a control, compared to the use of differential reinforcement of other behavior in treating attention-maintained self-injurious behavior.