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03-10-2015 | Original Paper

The Generality of Interview-Informed Functional Analyses: Systematic Replications in School and Home

Auteurs: Joana L. Santiago, Gregory P. Hanley, Keira Moore, C. Sandy Jin

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 3/2016

Abstract

Behavioral interventions preceded by a functional analysis have been proven efficacious in treating severe problem behavior associated with autism. There is, however, a lack of research showing socially validated outcomes when assessment and treatment procedures are conducted by ecologically relevant individuals in typical settings. In this study, interview-informed functional analyses and skill-based treatments (Hanley et al. in J Appl Behav Anal 47:16–36, 2014) were applied by a teacher and home-based provider in the classroom and home of two children with autism. The function-based treatments resulted in socially validated reductions in severe problem behavior (self-injury, aggression, property destruction). Furthermore, skills lacking in baseline—functional communication, denial and delay tolerance, and compliance with adult instructions—occurred with regularity following intervention. The generality and costs of the process are discussed.

vorige artikel Evaluation of Classroom Active Engagement in Elementary Students with Autism Spectrum Disorder

volgende artikel Respite Care for Single Mothers of Children with Autism Spectrum Disorders

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Titel: The Generality of Interview-Informed Functional Analyses: Systematic Replications in School and Home
Auteurs: Joana L. Santiago
Gregory P. Hanley
Keira Moore
C. Sandy Jin
Publicatiedatum: 03-10-2015
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 3/2016
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-015-2617-0

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