Sch Psychol Q. 2016 Dec;31(4):534-547. doi: 10.1037/spq0000158.

Using trial-based functional analysis to design effective interventions for students diagnosed with autism spectrum disorder.

School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association

Wallace Larkin, Renee O Hawkins, Tai Collins

PMID: 27929322 DOI: 10.1037/spq0000158

Abstract

Functional behavior assessments and function-based interventions are effective methods for addressing the challenging behaviors of children; however, traditional functional analysis has limitations that impact usability in applied settings. Trial-based functional analysis addresses concerns relating to the length of time, level of expertise required, and the contrived nature of functional analyses conducted in analogue settings. The current study expanded on previous research by assessing the function of challenging behaviors for 3 early childhood education students with autism spectrum disorder through trial-based functional analyses within an educational setting. The study also evaluated the outcomes of corresponding individualized function-based interventions for the students, all of which resulted in decreases in problem behaviors and increases in classroom engagement. Implications for practice include the feasibility of using trial-based functional analysis to inform intervention design within applied settings. (PsycINFO Database Record

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MeSH terms

• Autism Spectrum Disorder / diagnosis*
• Autism Spectrum Disorder / therapy*
• Child
• Child Behavior*
• Child, Preschool
• Early Intervention, Educational / methods*
• Humans
• Male
• Problem Behavior*

Publication Types

• Journal Article