EVALUATION OF COMBINED-ANTECEDENT VARIABLES ON FUNCTIONAL ANALYSIS RESULTS AND TREATMENT OF PROBLEM BEHAVIOR IN A SCHOOL SETTING

Call, Wacker, Ringdahl, and Boelter (2005) conducted an analysis in which a single‐antecedent condition was compared to a multiple‐antecedent condition. The present study extended Call et al. by conducting a structured descriptive assessment (SDA) to identify the antecedent variables most associated...

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Bibliographic Details
Published in:Journal of applied behavior analysis 2010, Vol.43 (2), p.309-314
Main Authors: Dolezal, Danielle N., Kurtz, Patricia F.
Format: Article
Language:English
Subjects:
Adolescent
Adult and adolescent clinical studies
Agreements
Attention Deficit and Disruptive Behavior Disorders - complications
Attention Deficit and Disruptive Behavior Disorders - therapy
Behavior
Behavior Problems
Behavior Therapy - methods
Biological and medical sciences
Brain
Brain damage
Brain Injuries - complications
Brain Injuries - therapy
Classroom Environment
Classrooms
combined-antecedent variables
Communication
Comparative Analysis
Data collection
Disabilities
Evaluation Methods
Feedback (Response)
functional communication training
Head Injuries
Humans
Injuries
Intellectual deficiency
Intellectual Disability - complications
Intellectual Disability - therapy
Intervention
Male
Males
Medical sciences
Mental Retardation
motivating operations
Negative Reinforcement
Neurological Impairments
Outcomes of Treatment
Preferences
problem behavior
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Research Design
Resistance (Psychology)
School Schedules
Schools
Special Education
structured descriptive assessment
Teaching Methods
Traumatic brain injury
Variables
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Description
Summary:Call, Wacker, Ringdahl, and Boelter (2005) conducted an analysis in which a single‐antecedent condition was compared to a multiple‐antecedent condition. The present study extended Call et al. by conducting a structured descriptive assessment (SDA) to identify the antecedent variables most associated with problem behavior in a student with traumatic brain injury and intellectual disabilities. Results indicated that the SDA was effective in identifying relevant antecedent variables that led to the development of an effective intervention in the classroom.
ISSN:0021-8855
1938-3703
DOI:10.1901/jaba.2010.43-309