Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

The Effects of a School-Based Functional Analysis on Subsequent Classroom Behavior

The Effects of a School-Based Functional Analysis on Subsequent Classroom Behavior Abstract: In this study we analyzed the effects of conducting a school-based functional analysis on subsequent classroom behavior. Each participant was observed in the classroom during activities that were reported by teachers to result in high levels of challenging behavior. Participants were observed during (a) baseline, prior to the administration of a functional analysis, (b) immediately after the administration of functional analysis, and (c) days after the completion of the functional analysis. A concurrent multiple baseline across participants design was implemented. Findings suggest that the administration of a school-based functional analysis has no marked effect on levels of challenging behavior displayed in the classroom. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Treatment of Children West Virginia University Press

The Effects of a School-Based Functional Analysis on Subsequent Classroom Behavior

Education and Treatment of Children , Volume 37 (1) – Jan 25, 2014

Loading next page...
 
/lp/west-virginia-university-press/the-effects-of-a-school-based-functional-analysis-on-subsequent-ZIYwFJ7pD4
Publisher
West Virginia University Press
Copyright
Copyright © the Editorial Review Board, Education and Treatment of Children .
ISSN
1934-8924
Publisher site
See Article on Publisher Site

Abstract

Abstract: In this study we analyzed the effects of conducting a school-based functional analysis on subsequent classroom behavior. Each participant was observed in the classroom during activities that were reported by teachers to result in high levels of challenging behavior. Participants were observed during (a) baseline, prior to the administration of a functional analysis, (b) immediately after the administration of functional analysis, and (c) days after the completion of the functional analysis. A concurrent multiple baseline across participants design was implemented. Findings suggest that the administration of a school-based functional analysis has no marked effect on levels of challenging behavior displayed in the classroom.

Journal

Education and Treatment of ChildrenWest Virginia University Press

Published: Jan 25, 2014

There are no references for this article.