Distinguishing Functional Analysis from Descriptive Assessment: Addressing Concerns about False Positives

QUESTION

One concern about functional analysis that is not a concern with descriptive assessment is the chance of getting a false positive. Is it true or false?

ANSWER

Distinguishing Functional Analysis from Descriptive Assessment: Addressing Concerns about False Positives

Introduction

Functional analysis and descriptive assessment are two common approaches used in behavior analysis to understand the functions of problem behaviors. While both methods serve valuable purposes, they come with distinct advantages and disadvantages. In this essay, we will discuss the concern of obtaining false positives in functional analysis and whether this concern applies to descriptive assessment.

Functional Analysis and False Positives

1. Functional Analysis

Concern: One significant concern associated with functional analysis is the potential for obtaining false positives. This means that the analysis may suggest the existence of a particular function for a behavior when, in reality, the behavior serves a different purpose.

Explanation: Functional analysis involves manipulating antecedent and consequent variables to determine the function of a behavior (e.g., attention, escape, access to preferred items). In some cases, the observed behavior during the analysis may be influenced by factors other than its actual function, leading to an inaccurate conclusion.

Example: During a functional analysis, a child’s aggressive behavior may occur more frequently in the attention condition, leading to the conclusion that the behavior is maintained by attention. However, it might be influenced by factors like discomfort or sensory sensitivities, resulting in a false positive for attention as the sole function.

2. Descriptive Assessment

Contrast: Descriptive assessment, in contrast, is often considered less prone to false positives. This approach involves systematic observation of behaviors in natural settings without manipulating variables.

Explanation: Descriptive assessment focuses on recording the occurrence and context of behaviors as they naturally occur. While it may not always pinpoint the precise function of a behavior, it is less likely to lead to false positives because it does not involve artificial manipulations.

Example: In a classroom setting, a descriptive assessment may reveal that a student engages in disruptive behavior primarily during math lessons but not during recess. While this does not definitively identify the function, it provides valuable information for further analysis.

Conclusion

The concern of obtaining false positives is more closely associated with functional analysis than with descriptive assessment. Functional analysis’s structured manipulations can sometimes lead to misinterpretations of behavior functions. In contrast, descriptive assessment, while not always pinpointing functions precisely, is considered a valuable initial step in understanding behavior in its natural context and is less prone to yielding false positives. Both methods have their place in behavior analysis, with functional analysis often employed after a descriptive assessment to validate and refine hypotheses about behavior functions.