Mueller Michael M, Edwards Ron P, Trahant Dana
The University of Southern Mississippi, USA.
J Appl Behav Anal. 2003 Winter;36(4):563-73. doi: 10.1901/jaba.2003.36-563.
Translating current research to school-based clinical practice highlights issues not often encountered in laboratory settings. With the assistance of a consultant, teachers conducted functional analyses, brief multielement treatment comparisons, and controlled treatment evaluations under naturalistic conditions in the classroom. Teachers also provided input on treatment selection. Treatment integrity data collected throughout the study suggested that teachers implemented analyses and treatments with high integrity. The functional analysis outcomes combined with effectiveness and acceptability data led to the selection of interventions that reduced problem behavior in the classrooms for each of 3 children.
将当前的研究成果转化为基于学校的临床实践凸显了在实验室环境中不常遇到的问题。在一名顾问的协助下，教师们在课堂的自然环境条件下进行了功能分析、简短的多元素治疗比较以及对照治疗评估。教师们还为治疗方案的选择提供了意见。在整个研究过程中收集的治疗完整性数据表明，教师们以高度的完整性实施了分析和治疗。功能分析结果与有效性和可接受性数据相结合，促成了针对3名儿童中的每一名在课堂上减少问题行为的干预措施的选择。
