Teacher-Conducted, Latency-Based Functional Analysis as Basis for Individualized Levels System in a Classroom Setting

Teacher-Conducted, Latency-Based Functional Analysis as Basis for Individualized Levels System in... Latency-based functional analysis (FA) may be appropriate when stakeholders are concerned with safety or feasibility. We trained a first-year special education teacher to collect data while she implemented a latency-based FA and validated a function-based intervention. Treatment effects were generalized across paraeducators and were maintained during a 1-month follow-up. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Behavior Analysis in Practice Springer Journals

Teacher-Conducted, Latency-Based Functional Analysis as Basis for Individualized Levels System in a Classroom Setting

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Publisher
Springer International Publishing
Copyright
Copyright © 2017 by Association for Behavior Analysis International
Subject
Psychology; Psychology, general
ISSN
1998-1929
eISSN
2196-8934
D.O.I.
10.1007/s40617-017-0200-1
Publisher site
See Article on Publisher Site

Abstract

Latency-based functional analysis (FA) may be appropriate when stakeholders are concerned with safety or feasibility. We trained a first-year special education teacher to collect data while she implemented a latency-based FA and validated a function-based intervention. Treatment effects were generalized across paraeducators and were maintained during a 1-month follow-up.

Journal

Behavior Analysis in Practice – Springer Journals

Published: Sep 6, 2017

References

  • Latency-based FA as baseline for subsequent treatment evaluation
    Caruthers, CE; Lambert, JM; Chazin, KM; Harbin, ER; Houchins-Juárez, NJ
  • Evaluating the social and ecological validity of analog assessment procedures for challenging behaviors in young children
    Conroy, MA; Fox, JJ; Crain, L; Jenkins, A; Belcher, K
  • The development and application of individualized levels systems for the treatment of severe problem behavior
    Hagopian, LP; Rush, KS; Richman, DM; Kurtz, PF; Contrucci, SA; Crosland, K
  • On the effectiveness of and preference for punishment and extinction components of function-based interventions
    Hanley, GP; Piazza, CC; Fisher, WW; Maglieri, KA
  • Therapist effects on functional analysis outcomes with young children
    Huete, JM; Kurtz, PF
  • Using a modified pyramidal training model to teach special educators to conduct trial-based functional analyses
    Kunnavatana, SS; Bloom, SE; Samaha, AL; Lignugaris-Kraft, B; Dayton, E; Harris, SK
  • A review of functional analysis methods conducted in public school classroom settings
    Lloyd, BP; Weaver, ES; Staubitz, JL
  • A quantitative review of functional analysis procedures in public school settings
    Solnick, MD; Ardoin, SP
  • Therapist and setting influences on functional analysis outcomes
    Thomason-Sassi, JL; Iwata, BA; Fritz, JN
  • Response latency as an index of response strength during functional analyses of problem behavior
    Thomason-Sassi, JL; Iwata, BA; Neidert, PL; Roscoe, EM

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