Utah State University, USA.
J Appl Behav Anal. 2011 Spring;44(1):19-31. doi: 10.1901/jaba.2011.44-19.
We evaluated a trial-based approach to conducting functional analyses in classroom settings. Ten students referred for problem behavior were exposed to a series of assessment trials, which were interspersed among classroom activities throughout the day. Results of these trial-based functional analyses were compared to those of more traditional functional analyses. Outcomes of both assessments showed correspondence in 6 of the 10 cases and partial correspondence in a 7th case. Results of the standard functional analysis suggested reasons for obtained differences in 2 cases of noncorrespondence, which were verified when portions of the trial-based functional analyses were modified and repeated. These results indicate that a trial-based functional analysis may be a viable assessment method when resources needed to conduct a standard functional analysis are unavailable. Implications for classroom-based assessment methodologies and future directions for research are discussed.
我们评估了一种在课堂环境中进行功能分析的基于试验的方法。 10 名因问题行为而被转介的学生接受了一系列评估试验，这些试验穿插在全天的课堂活动中。这些基于试验的功能分析的结果与更传统的功能分析的结果进行了比较。在 10 个案例中的 6 个案例中，两种评估方法的结果相符，在第 7 个案例中则部分相符。标准功能分析的结果表明，在 2 个不相符案例中存在差异的原因，当修改和重复部分基于试验的功能分析时，这些原因得到了验证。这些结果表明，当无法进行标准功能分析所需的资源时，基于试验的功能分析可能是一种可行的评估方法。讨论了基于课堂的评估方法学的意义和未来研究方向。
