INSTRUCTIONAL INFLUENCES ON ANALOGUE FUNCTIONAL ANALYSIS OUTCOMES

Authors

Errata

This article is corrected by:

  1. Errata: ERRATUM Volume 38, Issue 1, 116, Article first published online: March 2005

374 Linquist Center, College of Education, University of Iowa, Iowa City, Iowa 52242 (e-mail: john-northup@uiowa.edu)

Abstract

Analogue assessments were conducted with a common contingency (escape from tasks) that varied only by three different instructions describing the contingency. In one condition, the contingency was described as “taking a break,” in another condition it was described as “time-out,” and no description of the contingency was provided in a third condition. The participant was a typically developing 5-year-old child with a diagnosis of attention deficit hyperactivity disorder. Rates of inappropriate behavior varied substantially across the three conditions as an apparent effect of the prior instructions. Some implications for conducting functional analyses with verbal children are discussed.

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