title: Discrepancy in functional analysis results across two settings: implications for intervention design.
abstract: Functional analyses that were conducted in two settings (playground and classroom) indicated that problem behavior was sensitive to adult attention on the playground and tangible items in the classroom. Attention- and tangible-based interventions were designed based on the results from each of the assessment environments and were compared. The attention-based intervention was more effective on the playground, and the tangible-based intervention was more effective in the classroom. Findings are discussed in regards to the generality of functional analysis results across environments.
authors: University of Texas at Austin, Department of Special Education, College of Education, Austin, Texas 78712, USA. russlang@mail.utexas.edu
authors: Russell
authors: R
authors: Lang
authors: Mark
authors: M
authors: O'Reilly
authors: Giulio
authors: G
authors: Lancioni
authors: Mandy
authors: M
authors: Rispoli
authors: Wendy
authors: W
authors: Machalicek
authors: Jeffrey M
authors: JM
authors: Chan
authors: Paul
authors: P
authors: Langthorne
authors: Jesse
authors: J
authors: Franco
mesh_terms: D001288:Attention; D002653:Child Behavior Disorders / Q000523:psychology*; D002659:Child Development Disorders, Pervasive / Q000523:psychology*; D002675:Child, Preschool; D005108:Extinction, Psychological; D006801:Humans; D008297:Male; D012055:Reinforcement Schedule; D012931:Social Environment