title: Classroom application of a trial-based functional analysis.
abstract: We evaluated a trial-based approach to conducting functional analyses in classroom settings. Ten students referred for problem behavior were exposed to a series of assessment trials, which were interspersed among classroom activities throughout the day. Results of these trial-based functional analyses were compared to those of more traditional functional analyses. Outcomes of both assessments showed correspondence in 6 of the 10 cases and partial correspondence in a 7th case. Results of the standard functional analysis suggested reasons for obtained differences in 2 cases of noncorrespondence, which were verified when portions of the trial-based functional analyses were modified and repeated. These results indicate that a trial-based functional analysis may be a viable assessment method when resources needed to conduct a standard functional analysis are unavailable. Implications for classroom-based assessment methodologies and future directions for research are discussed.
authors.affiliation: Utah State University, USA. sarah.bloom@usu.edu
authors.forename: Sarah E
authors.initials: SE
authors.lastname: Bloom
authors.forename: Brian A
authors.initials: BA
authors.lastname: Iwata
authors.forename: Jennifer N
authors.initials: JN
authors.lastname: Fritz
authors.forename: Eileen M
authors.initials: EM
authors.lastname: Roscoe
authors.forename: Abbey B
authors.initials: AB
authors.lastname: Carreau
mesh_terms: D000293:Adolescent; D001288:Attention / Q000502:physiology; D002648:Child; D003625:Data Collection / Q000379:methods; D002658:Developmental Disabilities / Q000175:diagnosis* / Q000209:etiology*; D005260:Female; D006801:Humans; D008297:Male; D001523:Mental Disorders / Q000150:complications* / Q000175:diagnosis / Q000523:psychology; D019370:Observation / Q000379:methods; D011586:Psychology, Clinical / Q000379:methods*; D015203:Reproducibility of Results; D012574:Schools