Incorporating Descriptive Assessment Results into the Design of a Functional Analysis: A Case Example Involving a Preschooler's Hand Mouthing

Autor/inn/en	Tiger, Jeffrey H.; Hanley, Gregory P.; Bessette, Kimberly K.
Titel	Incorporating Descriptive Assessment Results into the Design of a Functional Analysis: A Case Example Involving a Preschooler's Hand Mouthing
Quelle	In: Education and Treatment of Children, 29 (2006) 1, S.107-124 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Preschool Children; Behavior Problems; Functional Behavioral Assessment; Case Studies; Stimuli; Child Behavior; Integration Studies; Program Improvement; Program Design; Evaluation Research + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Case study; Fallstudie; Case Study; Anreizsystem; Integrationsspezifische Qualifikation; Programme design; Programmaufbau; Programmplanung; Evaluationsforschung
Abstract	Functional analysis methodology has become the hallmark of behavioral assessment, yielding a determination of behavioral function in roughly 96% of the cases published (Hanley, Iwata, & McCord, 2003). Some authors have suggested that incorporating the results of a descriptive assessment into the design of a functional analysis may be useful in determining behavioral function when initial functional analyses yield undifferentiated results, yet this strategy has little empirical support to date. This study evaluated the effects of incorporating stimuli observed to occasion problem behavior during a descriptive assessment into the design of a functional analysis that had previously resulted in low and undifferentiated levels of problem behavior. Further, the effects of a function-based treatment derived from the results of the "informed" functional analysis were evaluated across settings (therapy room and preschool classroom) and people (therapist and classroom teachers). The somewhat complex relation between descriptive assessments and functional analyses are discussed. (Author).
Anmerkungen	West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10