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A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills
07:31

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Published on: February 13, 2020

Classroom application of a trial-based functional analysis.

Sarah E Bloom1, Brian A Iwata, Jennifer N Fritz

  • 1Utah State University, USA. sarah.bloom@usu.edu

Journal of Applied Behavior Analysis
|May 5, 2011
PubMed
Summary
This summary is machine-generated.

Trial-based functional analyses offer a viable alternative to traditional methods in classroom settings. This approach showed correspondence with standard assessments, making it useful when resources are limited.

Keywords:
classroomfunctional analysistrial-based assessment

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Area of Science:

  • Behavioral Psychology
  • Educational Psychology
  • Applied Behavior Analysis

Background:

  • Functional analysis is crucial for understanding problem behavior in educational settings.
  • Traditional functional analyses can be resource-intensive and disruptive in classrooms.
  • Developing efficient assessment methods is essential for supporting students with behavioral challenges.

Purpose of the Study:

  • To evaluate the efficacy of a trial-based functional analysis in a classroom environment.
  • To compare the outcomes of trial-based functional analyses with traditional functional analyses.
  • To determine the viability of trial-based functional analyses as an alternative assessment method.

Main Methods:

  • Ten students referred for problem behavior participated in the study.
  • A trial-based functional analysis was conducted by interspersing assessment trials among classroom activities.
  • Results were compared to those obtained from traditional functional analyses.

Main Results:

  • Correspondence between trial-based and traditional functional analyses was observed in 6 out of 10 cases.
  • Partial correspondence was found in a seventh case.
  • Modifications to the trial-based method explained discrepancies in 2 cases, with verification through repeated trials.

Conclusions:

  • Trial-based functional analysis is a potentially viable assessment method, especially when resources for standard functional analysis are limited.
  • This method can be integrated into classroom settings with minimal disruption.
  • Further research is warranted to refine classroom-based assessment methodologies.