title: Translating multiple assessment techniques into an intervention selection model for classrooms.
abstract: Translating current research to school-based clinical practice highlights issues not often encountered in laboratory settings. With the assistance of a consultant, teachers conducted functional analyses, brief multielement treatment comparisons, and controlled treatment evaluations under naturalistic conditions in the classroom. Teachers also provided input on treatment selection. Treatment integrity data collected throughout the study suggested that teachers implemented analyses and treatments with high integrity. The functional analysis outcomes combined with effectiveness and acceptability data led to the selection of interventions that reduced problem behavior in the classrooms for each of 3 children.
authors.affiliation: The University of Southern Mississippi, USA. mmueller@mayinstitute.org
authors.forename: Michael M
authors.initials: MM
authors.lastname: Mueller
authors.forename: Ron P
authors.initials: RP
authors.lastname: Edwards
authors.forename: Dana
authors.initials: D
authors.lastname: Trahant
mesh_terms: D001521:Behavior Therapy / Q000379:methods*; D002648:Child; D002653:Child Behavior Disorders / Q000523:psychology / Q000628:therapy*; D003253:Consultants; D002658:Developmental Disabilities / Q000523:psychology / Q000628:therapy; D019988:Children with Disabilities / Q000523:psychology; D004519:Education, Special; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology / Q000628:therapy*; D008297:Male; D017063:Outcome Assessment, Health Care; D010552:Personality Assessment; D012054:Reinforcement, Psychology; D014163:Transfer, Psychology