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The Generality of Interview-Informed Functional Analyses: Systematic Replications in School and Home
Joana L Santiago1, Gregory P Hanley2,3, Keira Moore4,5
1The New England Center for Children, Western New England University, Springfield, MA, USA.
Journal of Autism and Developmental Disorders
|October 5, 2015
Summary
Functional analysis and skill-based treatments effectively reduced severe problem behaviors in children with autism. These interventions, when applied by teachers and providers, led to significant improvements in communication and compliance.
Area of Science:
- Behavioral science
- Applied Behavior Analysis
- Autism Spectrum Disorder research
Background:
- Functional analysis and skill-based treatments are effective for severe problem behavior in autism.
- Limited research exists on socially validated outcomes from ecologically relevant individuals in typical settings.
Observation:
- Interview-informed functional analyses and skill-based treatments were implemented by a teacher and home provider.
- Interventions were conducted in the classroom and home settings for two children with autism.
Findings:
- Function-based treatments led to socially validated reductions in severe problem behaviors, including self-injury, aggression, and property destruction.
- Essential skills such as functional communication, denial/delay tolerance, and compliance significantly improved post-intervention.
Implications:
- This study highlights the efficacy of applying functional analysis and skill-based treatments in naturalistic settings by relevant individuals.
- The findings support the generalization and cost-effectiveness of these evidence-based practices for autism intervention.
Keywords:
Classroom-based treatmentDelay toleranceFunctional analysisFunctional communicationHome-based treatmentSynthesized contingenciesMore Related Videos
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