title: Instructional influences on analogue functional analysis outcomes.
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.
authors.affiliation: Louisiana State University, USA. john-northup@uiowa.edu
authors.forename: John
authors.initials: J
authors.lastname: Northup
authors.forename: Tiffany
authors.initials: T
authors.lastname: Kodak
authors.forename: Laura
authors.initials: L
authors.lastname: Grow
authors.forename: Jennifer
authors.initials: J
authors.lastname: Lee
authors.forename: Amanda
authors.initials: A
authors.lastname: Coyne
mesh_terms: D001289:Attention Deficit Disorder with Hyperactivity / Q000453:epidemiology / Q000523:psychology*; D002653:Child Behavior Disorders / Q000453:epidemiology; D002675:Child, Preschool; D004924:Escape Reaction; D005260:Female; D006801:Humans; D013663:Teaching; D014705:Verbal Behavior