Teacher and Peer Participation in Functional Analysis and Intervention for a First Grade Student with Attention Deficit Hyperactivity Disorder

This study evaluated the current trend in functional analysis literature toward conducting the analysis in the classroom with teachers and peers. Procedures included a functional behavioral interview with the teacher, a descriptive observation, teacher training on the functional analysis procedures, a functional analysis, and implementing a socially valid and function-based classroom intervention. Functional analysis measures included the percentage of partial intervals in which the target behaviors (inappropriate vocalizations and disruptions) occurred as well as condition integrity for both the teacher and the peers. Classroom intervention measures included the rate of target behaviors and three descriptive variables: teacher and peer contingent attention to target behaviors and teacher praise. The results showed the function-based intervention effectively reduced the rate of target behaviors from baseline. The results also suggested general education teachers and peers are capable of participating in the functional analysis within the natural schedule of the classroom.