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ERIC Number: EJ896233
Record Type: Journal
Publication Date: 2010
Pages: 11
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-1555-7855
Using Functional Behavioral Assessment Data to Infer Learning Histories and Guide Interventions: A Consultation Case Study
Parker, Megan; Skinner, Christopher; Booher, Joshua
International Journal of Behavioral Consultation and Therapy, v6 n1 p24-34 2010
A teacher requested behavioral consultation services to address a first-grade student's disruptive behavior. Functional behavior assessment (FBA) suggested the behavior was being reinforced by "negative" teacher attention (e.g., reprimands, redirections, response cost). Based on this analysis, the teacher and consultant posited that this student had a learning history such that presentation of rules or directions served as discriminate stimuli for rule breaking behavior or not following directions (e.g., oppositional-defiant behaviors). Thus, they developed, implemented, and evaluated an intervention designed to increase teachers attention applied when the student was engaged in desired behaviors, "without" drawing attention to the contingency. Analysis of A-B-A-B phase data suggests that the intervention caused a decrease in the disruptive behaviors. Discussion focuses on limitations, future research, and how FBA data provides evidence of learning histories that can be used to guide intervention selection and development. (Contains 1 figure.)
Joseph Cautilli, Ph.D. & The Behavior Analyst Online Organization. 535 Queen Street, Philadelphia, PA 19147-3220. Tel: 215-462-6737; Web site: http://www.baojournal.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A