在学校环境中，对功能分析结果和问题行为处理的联合先行变量的评估。
Evaluation of combined-antecedent variables on functional analysis results and treatment of problem behavior in a school setting.
机构信息
Kennedy Krieger Institute and Johns Hopkins University School of Medicine, USA.
出版信息
J Appl Behav Anal. 2010 Summer;43(2):309-14. doi: 10.1901/jaba.2010.43-309.
Abstract
Call, Wacker, Ringdahl, and Boelter (2005) conducted an analysis in which a single-antecedent condition was compared to a multiple-antecedent condition. The present study extended Call et al. by conducting a structured descriptive assessment (SDA) to identify the antecedent variables most associated with problem behavior in a student with traumatic brain injury and intellectual disabilities. Results indicated that the SDA was effective in identifying relevant antecedent variables that led to the development of an effective intervention in the classroom.
摘要
卡尔、瓦克尔、林达尔和博尔特（2005 年）进行了一项分析，比较了单一前因条件和多种前因条件。本研究通过进行结构化描述性评估（SDA）来识别与创伤性脑损伤和智力障碍学生问题行为最相关的前因变量，从而扩展了卡尔等人的研究。结果表明，SDA 能够有效地识别相关的前因变量，从而在课堂上制定出有效的干预措施。
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