Embedding a functional analysis of compliance in small group instruction. (14th August 2017)

• Record Type: Journal Article
• Authors: Lloyd, Blair P.; Weaver, Emily S.; Staubitz, Johanna L.
• Is Part Of: Behavioral interventions. Volume 32:Number 4(2017)
• Page Start: 427
• Page End: 433
• Publication Date: 2017-08-14
• Subjects: People with mental disabilities -- Behavior modification -- Periodicals; Behavior therapy -- Periodicals; 616.89142
• DOI: 10.1002/bin.1494
• Languages: English
• ISSNs: 1072-0847

Abstract

Abstract : Research on adaptations to standard functional analyses for use in classroom settings has increased in recent years. However, few studies have focused on procedural variations specific to assessing noncompliance in the context of academic instruction. In the current study, we trained a special education teacher to embed a functional analysis of compliance in small group instruction. The goal of the functional analysis was to identify an effective reinforcement contingency for compliance for a second grade student with an intellectual disability. Results suggested a combined escape + tangible contingency increased compliance to instructional prompts relative to other conditions. The functional analysis of compliance represents a variation on previous functional analyses of noncompliance with potential to increase ecological and social validity of assessment procedures for classroom settings.