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ERIC Number: EJ1070248
Record Type: Journal
Publication Date: 2014
Pages: 16
Abstractor: As Provided
Reference Count: 10
ISBN: N/A
ISSN: ISSN-0748-8491
The Effects of a School-Based Functional Analysis on Subsequent Classroom Behavior
Davis, Tonya N.; Durand, Shannon; Fuentes, Lisa; Dacus, Sharon; Blenden, Kara
Education and Treatment of Children, v37 n1 95-110 2014
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.
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/index.php
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A