Functional Analysis and Treatment in Early Education Classrooms
Issue Date
2011-07-14Author
Greer, Brian Daniel
Publisher
University of Kansas
Format
40 pages
Type
Thesis
Degree Level
M.A.
Discipline
Applied Behavioral Science
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This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
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Show full item recordAbstract
Despite repeated demonstrations of the efficacy of functional analysis (FA) to identify reinforcers responsible for the maintenance of problem behavior prior to the development of treatment, some researchers have questioned the ecological validity of FA, because the majority of studies report FAs conducted under controlled conditions that may not closely resemble settings in which problem behavior typically occurs. In the current investigation, functional analyses were conducted for young, typically developing children who displayed problem behavior (aggression or aggression and property destruction). All sessions were conducted in a classroom within the context of ongoing classroom activities. Subsequently, treatments based on the results of the FA were implemented to assess the validity of the outcomes of the functional analyses. The effect of functional analysis conditions on classroom levels of problem behavior were compared before, during, and after the assessment. Results are discussed in terms of the utility of classroom-based assessment and analysis of naturally occurring events that may compromise procedural integrity.
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