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Teacher-Conducted, Latency-Based Functional Analysis as Basis for Individualized Levels System in a Classroom

Joseph M Lambert1, Sarah E Lopano1, Christina R Noel2

  • 1Department of Special Education, Vanderbilt University, Nashville, TN 37203 USA.

Behavior Analysis in Practice
|December 8, 2017
PubMed
Summary
This summary is machine-generated.

Latency-based functional analysis (FA) is effective for safety and feasibility concerns in special education. A teacher successfully used FA to create an intervention that improved student behavior and was maintained over time.

Keywords:
ClassroomFunctional analysisLatencyLevels systemSchool

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Area of Science:

  • Behavioral analysis
  • Special education
  • Applied behavior analysis

Background:

  • Latency-based functional analysis (FA) offers a safer and more feasible alternative for assessing behavior in educational settings.
  • Traditional FA methods may pose risks or be impractical in certain environments.

Purpose of the Study:

  • To train a special education teacher in implementing latency-based FA.
  • To validate a function-based intervention derived from latency-based FA.
  • To assess the generalization and maintenance of treatment effects.

Main Methods:

  • A first-year special education teacher was trained to conduct latency-based FA.
  • Data collection was performed during the implementation of latency-based FA.
  • A function-based intervention was developed and validated based on FA findings.

Main Results:

  • The trained teacher successfully implemented latency-based FA and collected valid data.
  • The function-based intervention led to positive treatment effects.
  • Treatment effects generalized to other paraeducators and were maintained for 1 month.

Conclusions:

  • Latency-based FA is a viable and effective assessment method in special education settings.
  • Function-based interventions derived from latency-based FA can be successfully implemented and maintained.
  • Training educators in FA procedures enhances their capacity to address student behavior challenges.