Discrepancy in Functional Analysis Results Across Two Applied Settings: Implications for Intervention Design

Description

Functional analyses conducted in two settings (playground and classroom) indicated that problem behavior was sensitive to adult attention on the playground and tangible items in the classroom. Researchers designed and compared attention and tangible interventions based on the results from each of the assessment environments. The attention-based intervention was more effective on the playground, and the tangible-based intervention was more effective in the classroom. The authors discuss the findings in regard to the generality of functional analysis results across environments.

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