Use of descriptive and experimental analyses to identify the functional properties of aberrant behavior in school settings.
We conducted descriptive and experimental analyses of aberrant behavior in school settings with 2 children with autism, using teachers as assessors. Experimental functional analyses carried out by the investigators were followed by training teachers to conduct a descriptive analysis and a classroom experimental analysis. A comparison of the assessment procedures showed that each procedure identified negative reinforcement as a maintaining variable for aberrant behavior. The teacher implemented an intervention based on the assessment with mixed results. We then replicated the initial results by having the first teacher train a second teacher to carry out the two assessment procedures. The results of these analyses were also in agreement, again identifying negative reinforcement as a variable maintaining aberrant behavior. An intervention based on negative reinforcement was then successfully implemented. These results suggest the applicability and utility of functional analyses carried out in school settings.
Sasso
G M
GM
Department of Special Education, University of Iowa, Iowa City 52242.
Reimers
T M
TM
Cooper
L J
LJ
Wacker
D
D
Berg
W
W
Steege
M
M
Kelly
L
L
Allaire
A
A
D000293:Adolescent; D000374:Aggression / Q000523:psychology; D001321:Autistic Disorder / Q000175:diagnosis* / Q000523:psychology / Q000628:therapy; D001521:Behavior Therapy; D002648:Child; D002653:Child Behavior Disorders / Q000175:diagnosis* / Q000523:psychology / Q000628:therapy; D004519:Education, Special; D005260:Female; D006801:Humans; D008297:Male; D010552:Personality Assessment; D012919:Social Behavior; D013239:Stereotyped Behavior; D014705:Verbal Behavior