Analogue Assessment of the Replacement Behavior‪.‬

An experimental methodology for understanding why a behavior problem occurs, in terms of environmental functions, has received extensive attention and development (Bailey & Pyles, 1989; Iwata, Dorsey, Slifer, Bauman, & Richman, 1982; Iwata, Vollmer, & Zarcone, 1990; Lalli, Browder, Mace, & Brown, 1993; Lerman & Iwata, 1993; Lennox & Miltenberger, 1989; Lerman & Iwata, 1993, Mazelski, Iwata, Vollmer, Zarcone, & Smith, 1993). The efficacy of using functional analysis of behavior paradigms (AKA analogue assessment) to discern consequent controlling variables has received extensive empirical support since the original study in 1982 (Iwata, et.al., 1982). A functional analysis of problem behavior empirically extracts the context conditions under which such a behavior becomes more probable. Its heightened rate can be explained by both the presenting motivational conditions as well as the utility of such a behavior to produce a stimulus change that addresses the client's motivational condition. Cipani & Schock (2007) have designated sub-categories within four major environmental functions, in their classification system (see Table 1). This function-based diagnostic classification system classifies problem behaviors according to their environmental function. Operant behaviors are maintained by either positive or negative reinforcement operations. The manner in which the reinforcers are produced can be either socially mediated (i.e., through the behavior of another) or directly (behavior produces reinforcer). For example, a child throws tantrums in the afternoon before dinner. Such behaviors reliably result in access to food items, under conditions of relative deprivation, by her parent eventually giving the child a small snack. Tantrum behavior resulted in access to snack (positive reinforcement operation), but the result was mediated by her parent (i.e., socially mediated behavior problem or SMA 2.3: access to tangible reinforcers in diagnostic system). Snack items could be obtained by another child under similar motivating conditions by coming home and grabbing some cookies when parent is not watching (i.e., pilfering the cookie jar). The operation is the same, but the manner in which the reinforcer was obtained was not socially mediated. Rather it was directly produced via the chain of behaviors referred to as pilfering.