The Effects of a School-Based Functional Analysis on Subsequent Classroom Behavior

被引：4

作者：

Davis, Tonya N. ^{[1
]}

Durand, Shannon ^{[1
]}

Fuentes, Lisa ^{[1
]}

Dacus, Sharon ^{[1
]}

Blenden, Kara ^{[1
]}

机构：

[1] Baylor Univ, Waco, TX 76798 USA

来源：

EDUCATION AND TREATMENT OF CHILDREN | 2014年 / 37卷 / 01期

关键词：

Challenging Behavior; Functional Analysis; Functional Behavior Assessment; SELF-INJURIOUS-BEHAVIOR; PREVALENCE; EXTINCTION;

D O I：

10.1353/etc.2014.0009

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

In this study we analyzed the effects of conducting a school-based functional analysis on subsequent classroom behavior. Each participant was observed in the classroom during activities that were reported by teachers to result in high levels of challenging behavior. Participants were observed during (a) baseline, prior to the administration of a functional analysis, (b) immediately after the administration of functional analysis, and (c) days after the completion of the functional analysis. A concurrent multiple baseline across participants design was implemented. Findings suggest that the administration of a school-based functional analysis has no marked effect on levels of challenging behavior displayed in the classroom.

引用

页码：95 / 110

页数：16

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