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EVALUATION OF THE UTILITY OF A DISCRETE-TRIAL FUNCTIONAL ANALYSIS IN EARLY INTERVENTION CLASSROOMS

Authors


  • We thank Regina Carroll, Erica Faris, Elizabeth Gawley-Bullington, Laura L. Grow, Darrell Moreland, and Andrew Morgan for assistance with aspects of data collection and supervision.

Address correspondence to Tiffany Kodak, Department of Special Education and Clinical Science, 5208 University of Oregon, Eugene, Oregon 97403 (e-mail. tkodak@uoregon.edu).

Abstract

We evaluated a discrete-trial functional analysis implemented by regular classroom staff in a classroom setting. The results suggest that the discrete-trial functional analysis identified a social function for each participant and may require fewer staff than standard functional analysis procedures.

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