Latency‐based functional analysis in schools: Correspondence and differences across environments. (6th June 2019)

• Record Type: Journal Article
• Authors: Hansen, Blake D.; Sabey, Christian V.; Rich, Megan; Marr, Dallin; Robins, Noah; Barnett, Steven
• Is Part Of: Behavioral interventions. Volume 34:Number 3(2019)
• Page Start: 366
• Page End: 376
• Publication Date: 2019-06-06
• Subjects: functional analysis -- intellectual and developmental disabilities -- latency analysis -- school settings; People with mental disabilities -- Behavior modification -- Periodicals; Behavior therapy -- Periodicals; 616.89142
• DOI: 10.1002/bin.1674
• Languages: English
• ISSNs: 1072-0847

Abstract

Abstract : Functional analyses were conducted for problem behavior of three girls with intellectual and developmental disabilities. Analyses conducted under analog conditions measured rate and latency. Latency‐based functional analyses were conducted in a classroom setting in multielement and reversal designs. Correspondence was identified between the standard functional analysis and the two latency analyses for one participant. Partial correspondence was found with the other two participants. These results are discussed in light of research on adaptions for functional analysis in classroom settings.