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
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
收藏
页码:95 / 110
页数:16
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