EVALUATION OF COMBINED-ANTECEDENT VARIABLES ON FUNCTIONAL ANALYSIS RESULTS AND TREATMENT OF PROBLEM BEHAVIOR IN A SCHOOL SETTING

Authors


  • We thank Nicole DeVos, Michelle Chin, and the school staff for their assistance with data collection, graphing, and treatment implementation. We also thank Eric Boelter and Louis Hagopian for their input.

Address correspondence to Danielle N. Dolezal, Department of Psychiatry and Behavioral Health, Seattle Children's Hospital, W-3636 Child Psychiatry, 4800 Sand Point Way NE, Seattle, Washington 98105 (e-mail: danielle.dolezal@seattlechildrens.org).

Abstract

Call, Wacker, Ringdahl, and Boelter (2005) conducted an analysis in which a single-antecedent condition was compared to a multiple-antecedent condition. The present study extended Call et al. by conducting a structured descriptive assessment (SDA) to identify the antecedent variables most associated with problem behavior in a student with traumatic brain injury and intellectual disabilities. Results indicated that the SDA was effective in identifying relevant antecedent variables that led to the development of an effective intervention in the classroom.

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