两个环境下功能分析结果的差异：对干预设计的启示。
Discrepancy in functional analysis results across two settings: implications for intervention design.
机构信息
University of Texas at Austin, Department of Special Education, College of Education, Austin, Texas 78712, USA.
出版信息
J Appl Behav Anal. 2009 Summer;42(2):393-7. doi: 10.1901/jaba.2009.42-393.
Abstract
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.
摘要
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。
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