title: Comparing functional analysis and paired-choice assessment results in classroom settings.
abstract: The results of a functional analysis of problem behavior and a paired-choice assessment were compared to determine whether the same social reinforcers were identified for problem behavior and an appropriate response (time allocation). The two assessments were conducted in classroom settings with 4 adolescents with mental retardation who engaged in severe problem behavior. Each student's classroom teacher served as the therapist for all phases of assessment. The two assessment procedures identified the same social reinforcers for problem and appropriate behavior for 3 of 4 participants.
authors.affiliation: University of Iowa, USA. wendy-berg@uiowa.edu
authors.forename: Wendy K
authors.initials: WK
authors.lastname: Berg
authors.forename: David P
authors.initials: DP
authors.lastname: Wacker
authors.forename: Karla
authors.initials: K
authors.lastname: Cigrand
authors.forename: Steve
authors.initials: S
authors.lastname: Merkle
authors.forename: Jeanie
authors.initials: J
authors.lastname: Wade
authors.forename: Kim
authors.initials: K
authors.lastname: Henry
authors.forename: Yu-Chia
authors.initials: YC
authors.lastname: Wang
mesh_terms: D000293:Adolescent; D000328:Adult; D002648:Child; D002755:Choice Behavior; D003627:Data Interpretation, Statistical; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000453:epidemiology*; D008297:Male; D001523:Mental Disorders / Q000453:epidemiology* / Q000628:therapy*; D015588:Observer Variation; D012574:Schools; D012931:Social Environment