This research was supported in part by a grant from the Florida Agency on Persons with Disabilities. We thank Carrie Dempsey, Jennifer Hammond, and Griffin Rooker for their assistance in conducting the study.
CLASSROOM APPLICATION OF A TRIAL-BASED FUNCTIONAL ANALYSIS
Version of Record online: 27 FEB 2013
2011 Society for the Experimental Analysis of Behavior
Journal of Applied Behavior Analysis
Volume 44, Issue 1, pages 19–31, Spring 2011
How to Cite
Bloom, S. E., Iwata, B. A., Fritz, J. N., Roscoe, E. M. and Carreau, A. B. (2011), CLASSROOM APPLICATION OF A TRIAL-BASED FUNCTIONAL ANALYSIS. Jnl of Applied Behav Analysis, 44: 19–31. doi: 10.1901/jaba.2011.44-19
- Issue online: 27 FEB 2013
- Version of Record online: 27 FEB 2013
- Received October 31, 2008; Final acceptance May 23, 2010
- functional analysis;
- trial-based assessment;
We evaluated a trial-based approach to conducting functional analyses in classroom settings. Ten students referred for problem behavior were exposed to a series of assessment trials, which were interspersed among classroom activities throughout the day. Results of these trial-based functional analyses were compared to those of more traditional functional analyses. Outcomes of both assessments showed correspondence in 6 of the 10 cases and partial correspondence in a 7th case. Results of the standard functional analysis suggested reasons for obtained differences in 2 cases of noncorrespondence, which were verified when portions of the trial-based functional analyses were modified and repeated. These results indicate that a trial-based functional analysis may be a viable assessment method when resources needed to conduct a standard functional analysis are unavailable. Implications for classroom-based assessment methodologies and future directions for research are discussed.