Comparing functional analysis and paired-choice assessment results in classroom settings.
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.
Berg
Wendy K
WK
University of Iowa, USA. wendy-berg@uiowa.edu
Wacker
David P
DP
Cigrand
Karla
K
Merkle
Steve
S
Wade
Jeanie
J
Henry
Kim
K
Wang
Yu-Chia
YC
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