Implementation and Validation of Trial-Based Functional Analyses in Public Elementary School Settings

摘要: Although functional analysis (FA) remains the standard for identifying function of problem behavior students with developmental disabilities, traditional FA procedures are typically costly in terms time, resources, and perceived risks. Preliminary research suggests that trial-based may be a less alternative. The purpose this study was to add burgeoning evidence on FA. Working school-based paraprofessionals conducted FAs four disabilities emitting high-frequency behavior. We then brief contingency reversals assess validity hypotheses derived from Results present small but growing base validating as practical flexible alternative school settings.