TEACHER-CONDUCTED TRIAL-BASED FUNCTIONAL ANALYSES AS THE BASIS FOR INTERVENTION

Authors


  • Elizabeth Dayton is now at Melmark, Pennsylvania.

Correspondence concerning this article should be addressed to Sarah E. Bloom, Department of Special Education and Rehabilitation, Utah State University, 2865 Old Main Hill, Logan, Utah 84332 (e-mail: sarah.bloom@usu.edu).

Abstract

Previous studies have focused on whether a trial-based functional analysis (FA) yields the same outcomes as more traditional FAs, and whether interventions based on trial-based FAs can reduce socially maintained problem behavior. We included a full range of behavior functions and taught 3 teachers to conduct a trial-based FA with 3 boys with developmental and intellectual disabilities who engaged in problem behavior. Based on the results of the trial-based FAs, we developed and conducted 5 function-based interventions, using differential reinforcement of an alternative behavior and extinction in all but 1 case. In the remaining case, we used noncontingent reinforcement. All interventions led to reductions in problem behavior and increases in alternative behavior.

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