Abstract

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.

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Additional Information

ISSN
1934-8924
Print ISSN
0748-8491
Pages
pp. 95-110
Launched on MUSE
2014-01-25
Open Access
No
Archive Status
Archived 2020
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