University of Texas at Austin, Department of Special Education, College of Education, Austin, Texas 78712, USA.
J Appl Behav Anal. 2009 Summer;42(2):393-7. doi: 10.1901/jaba.2009.42-393.
Functional analyses that were conducted in two settings (playground and classroom) indicated that problem behavior was sensitive to adult attention on the playground and tangible items in the classroom. Attention- and tangible-based interventions were designed based on the results from each of the assessment environments and were compared. The attention-based intervention was more effective on the playground, and the tangible-based intervention was more effective in the classroom. Findings are discussed in regards to the generality of functional analysis results across environments.
在两个环境（操场和教室）中进行的功能分析表明，问题行为对操场上的成人关注和教室内的实物物品敏感。根据每个评估环境的结果设计了基于注意力和实物的干预措施，并对其进行了比较。基于注意力的干预在操场上更有效，而基于实物的干预在教室里更有效。研究结果在环境之间的功能分析结果的普遍性方面进行了讨论。
