Instructional Influences on Analogue Functional Analysis Outcomes

Autor/inn/en	Northup, John; Kodak, Tiffany; Lee, Jennifer; Coyne, Amanda
Titel	Instructional Influences on Analogue Functional Analysis Outcomes
Quelle	In: Journal of Applied Behavior Analysis, 37 (2004) 4, S.509 (4 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
Schlagwörter	Verbal Stimuli; Timeout; Hyperactivity; Attention Deficit Disorders + Suchen Sie Ihr Suchwort? Hyperaktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung
Abstract	Analogue assessments were conducted with a common contingency (escape from tasks) that varied only by three different instructions describing the contingency. In one condition, the contingency was described as "taking a break," in another condition it was described as "time-out," and no description of the contingency was provided in a third condition. The participant was a typically developing 5-year-old child with a diagnosis of attention deficit hyperactivity disorder. Rates of inappropriate behavior varied substantially across the three conditions as an apparent effect of the prior instructions. Some implications for conducting functional analyses with verbal children are discussed. (Author).
Anmerkungen	Department of Applied Behavioral Science, 1000 Sunnyside Ave., KU, Lawrence, KS 66045-2133. Web site: http://seab.envmed.rochester.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10