Discrepancy in functional analysis results across two settings: implications for intervention design.
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.
Lang
Russell
R
University of Texas at Austin, Department of Special Education, College of Education, Austin, Texas 78712, USA. russlang@mail.utexas.edu
O'Reilly
Mark
M
Lancioni
Giulio
G
Rispoli
Mandy
M
Machalicek
Wendy
W
Chan
Jeffrey M
JM
Langthorne
Paul
P
Franco
Jesse
J
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