Welcome to ABA Inside Track, the podcast that's like reading in your car, but safer.

I'm your host, Robert Perry Cruz, and with me are my

fabulous co-hosts. I'm Diana. And I'm Jackie. Hi, guys. Welcome to episode seven. Thank you

for having us. Thank you for being here. In the studio. So tonight we are going to talk about trial-based functional analyses.

Now, functional analyses are kind of the hot topic.

Hot topic these days.

This one is not quite the hottest part of them, but I think it is one that is kind of on the forefront of a lot of practitioner minds.

I think we all agree that the standard F.A. has sort of been the gold standard, the standard bear for many, many, many years.

However, I think a lot of the kind of the surveys going around these days are pointing to not many people use them in practice or not use them when

they should. So, okay, our choices are either yell at people and tell them you need to use them

or figure out how can we make the standard FAA easier to use, but still keep its strengths.

We're going to work on those questions by reading our two articles for today.

The first article we're going to do is trial-based functional analysis and functional communication

trading in an early childhood setting by Lambert, Bloom, and Irvin from Journal of Applied

Behavior Analysis 2012, Volume 45. And the second article

will be validating trial-based functional analyses in mainstream primary school classrooms

by Austin, Groves, Rainish, and Francis from Journal of Applied Behavior Analysis,

2015, Volume 48. Before we get started, have either of you run one of the trial-based functional analyses,

either, say, based on one of these articles, or sort of the original kind of Sigafoo's Saggers' setup?

I have. I have run three to five.

The screen trial.

I forgot a few of them.

...