Abstract
Appropriate use of function-based assessments and interventions is crucial for improving educational outcomes and ensuring the well-being of children who engage in dangerous problem behaviors such as pica. A function-based assessment was conducted for a child engaging in pica in an inclusive childcare setting. Results suggest pica was maintained by access to adult attention. Function-based interventions were developed, assessed, and shared with the child’s teaching team. Follow-up data suggest that his teachers continued to use the intervention and that levels of pica remained low.
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Jennifer R. Ledford declares she has no conflicts of interest. Erin E. Barton declares she has no conflicts of interest. Monica N. Rigor declares she has no conflicts of interest. Kristen C. Stankiewicz declares she has no conflicts of interest. Kate T. Chazin declares she has no conflicts of interest. Emilee R. Harbin declares she has no conflicts of interest. Abby L. Taylor declares she has no conflicts of interest.
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All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
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Informed consent was obtained from all individual participants included in the study.
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Research Highlights
• Functional assessments were conducted in an inclusive childcare setting.
• Results suggested pica was maintained by access to adult attention.
• Function-based but lower effort (e.g., noncontinuous) interventions were not effective for reducing levels of pica.
• A high-effort intervention was required to reduce pica; teachers maintained continued use of this intervention.
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Ledford, J.R., Barton, E.E., Rigor, M.N. et al. Functional Analysis and Treatment of Pica on a Preschool Playground. Behav Analysis Practice 12, 176–181 (2019). https://doi.org/10.1007/s40617-018-00283-9
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DOI: https://doi.org/10.1007/s40617-018-00283-9