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Combined antecedent variables as motivating operations within functional analyses.在功能分析中，将联合先行变量作为动机操作。
J Appl Behav Anal. 2005 Fall;38(3):385-9. doi: 10.1901/jaba.2005.51-04.
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Use of a structured descriptive assessment methodology to identify variables affecting problem behavior.使用结构化描述性评估方法来识别影响问题行为的变量。
J Appl Behav Anal. 2002 Summer;35(2):137-54. doi: 10.1901/jaba.2002.35-137.
4
Effects of escape to alone versus escape to enriched environments on adaptive and aberrant behavior.逃至单独环境与逃至丰富环境对适应性及异常行为的影响。
J Appl Behav Anal. 2000 Summer;33(2):243-6. doi: 10.1901/jaba.2000.33-243.
5
Analysis of free-time contingencies as positive versus negative reinforcement.将自由时间的意外事件分析为正强化与负强化。
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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.

DOI:10.1901/jaba.2010.43-309
PMID:21119906
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC2884356/
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。