Functional Behavioral Assessment, Diagnosis, and Treatment: A Complete System for Education and Mental Health Settings

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2007 Paperback Good Item may show signs of shelf wear. Pages may include limited notes and highlighting. Includes supplemental or companion materials if applicable. Access ... codes may or may not work. Connecting readers since 1972. Customer service is our top priority. Read more Show Less

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"There are three or four other texts on functional analysis. I've examined every one and Cipani's is clearly the best. The assessment part is great, and I particularly like the "prool" format for interventions. Cipani's text nicely fills a big gap between research and application. Were I teaching a seminar to clinicians, I think the text would be perfect." — Brian A. Iwata, PhD, University of Florida

Professionals who work in mental health and educational settings are frequently faced with clients (children, adolescents, adults) who engage in serious problem behaviors. Such behaviors often impact the client's welfare and ability to live, work, and be educated in mainstream environments. Children and adolescents who manifest these behaviors are particularly vulnerable to these disruptions, which can have a far-reaching impact on their development and future prospects.

This practical book, written both for clinician/educators and high-level students, creates a function-based behavioral diagnostic classification system, the first of its kind, as well as treatment prools that fit such a diagnostic system. Heavily "practitioner-oriented," the book will address the full range of behaviors - ranging from aggression, self-injury, stereotypic behavior (repetitive body movements), tantrums, and non-compliance - with real life and hypothetical cases to help clinicians think through the full range of treatment options. Unique in moving beyond functional assessment to assessment diagnosis and treatment, this book will be highly useful for mental health clinicians, students of Advanced Behavior Analysis, and special education practitioners among others.

Professor Cipani has also prepared extensive ancillary material for use in teaching this book and will make it available to anyone who has adopted it for course use. Instructors who have adopted the title may inquire of Professor Cipani at

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Editorial Reviews

Doody's Review Service
Reviewer: Gary B Kaniuk, Psy.D.(Cermak Health Services)
Description: This book describes a functional behavioral classification system to help in designing behavioral treatments in both educational and mental health settings. It deals with three critical phases in addressing problem behaviors: assessment, classification, and treatment.
Purpose: According to the authors, the 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," addressing "functional behavioral assessment, function-based diagnostic classification of the target problem, and functional behavioral treatment."
Audience: The authors intend this book for personnel who design behavior programs for persons with challenging behaviors in a variety of settings, noting it also should be helpful to people who are training in applied behavior analysis (ABA). It is also written to serve personnel who have some familiarity with behavioral programs but have not discerned how to provide a functional behavior treatment for specific functions of target problem behavior. Dr. Cipiani, a licensed psychologist and professor at National University-Fresno, has numerous publications in the area of behavior management for children. Dr. Schock, a board-certified behavior analyst, has worked with both child and adult populations.
Features: The book begins with basic concepts and then moves on to chapters on functional assessment, classification of problem behavior, behavior options, and treatment protocols. An appendix contains the Diagnostic Classification System for the Replacement Behavior (DCS-RB). In its focus on ABA, the book's emphasis is on understanding how a problem behavior is reinforced and developing appropriate interventions. The authors include numerous tables and instructive clinical vignettes. The step-by-step approach is practical, addressing many different types of problem behaviors. For example, in chapter five, the authors show how to intervene with a child who often falls to the floor in order to look at a book. They give an example of a frequency sheet to see how often the problem behavior occurs, and a behavior plan focusing on replacement behavior. The only shortcoming of the book is that the thin pages tear fairly easily.
Assessment: This is an excellent resource for addressing problem behaviors. It is practical, easy to read, and contains many clinical vignettes from which to learn. The authors have succeeded in designing a classification system that helps to guide treatment.
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Product Details

  • ISBN-13: 9780826102881
  • Publisher: Springer Publishing Company, Incorporated
  • Publication date: 6/18/2007
  • Pages: 312
  • Product dimensions: 8.62 (w) x 10.94 (h) x 0.68 (d)

Meet the Author

Ennio Cipani, PhD, a graduate of Florida State University, is a licensed psychologist and a full professor in the Department of Special Education at National University- Fresno. He has published numerous articles, chapters, books, and instructional material (including software) in the areas of child behavior management in homes and schools. Among his latest books are Classroom Management for All Teachers: Evidence-Based Practice, 3rd edition (Prentice Hall, 2007), and Punishment on Trial (Context Press, 2004). He has given many workshops at state and national conventions, as well as continuing education courses for psychologists, social workers, marriage and family therapists, and others, focusing on the effective management of problem child behavior. Dr. Cipani has been doing in-home behavioral consultation for families with problem behaviors since 1982. He has dealt with many families and a variety of behavior problems, conducting assessment and intervention activities in homes and classrooms.

Keven M. Schock, MA, a graduate of California State University, Stanislaus, is a Board Certified Behavior Analyst and an independent consultant. He has worked with a wide variety of child and adult populations, including people diagnosed with mental illness, people with developmental disabilities, people with brain injuries, and runaway and foster children. He has served as an administrator, applied program developer, and direct service provider. He has presented applied programs and research findings at numerous conferences as well as designing and implementing pragmatic staff trainings. His specialty is in developing pragmatic solutions for people with extremely challenging behaviors that have been resistive to previous treatment.

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Table of Contents

Preface xi


1 Basic Concepts and Principles

Why Does He Do That?

The Cornerstone for Understanding Why

Maintaining Contingencies Involving Positive Reinforcement

Maintaining Contingencies Involving Negative Reinforcement

Contrasting the Two Types of Maintaining Contingencies

2 Functional Behavioral Assessment of Problem Behavior

Determining the Need for Intervention

Baseline Measurement of Observable Problem Behaviors

Measuring Observable Behavior

What Is Baseline Data?

Conducting a Functional Behavior Assessment (FBA)

3 A Function-Based, Diagnostic Classification System for Problem Behaviors

Characteristics of Function-Based Classification Systems

Diagnose Behavior, Not Client

Prescriptive Differential Treatment

Assess Context Variables

Assessment Phase Concludes With a Differential Diagnosis Phase

What Is the Utility of a Function-Based Diagnostic Classification System?

The Function-Based Diagnostic Classification System

4 Replacement Behavior Options

What Is a Replacement Behavior?

Replacement Behavior Options for DA Problem Behaviors

Replacement Behavior Options for SMA Problem Behaviors

Replacement Behavior Options for DE Problem Behaviors

Replacement Behavior Options for SME Problem Behaviors

5 Functional Behavioral Treatment Protocols

Protocols for 2.0 SMA Problem Behaviors

2.0 SMA Functions: Alternate Direct Access Form

2.0 SMA Functions: DRL Group Contingencies for Peer Attention

2.0 SMA Functions: Omission Training (Differential Reinforcement of Other Behavior, or DRO)

2.0 SMA Functions: Noncontingent Reinforcement (NCR) With Extinction

2.0 SMA Functions: Premack Contingency Option

2.0 SMA Functions: Access Mand (Request) Option

4.0 SME Functions: Premack Contingency Option

4.0 SME Functions: Tolerance Training Option (or Differential Negative

4.0 SME Functions: Escape Mand (Protest or Negotiating Behavior) Option

4.0 SME Functions: Alternate Direct Escape Form

4.0 SME Functions: Noncontingent Escape (NCE) Option

Appendix A: Diagnostic Classification System for the Replacement

Appendix B: Why Artie Can't Learn

Appendix C: Errorless Learning



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