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

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.