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Title page for ETD etd-07022013-104721

Type of Document Dissertation
Author Lloyd, Blair Parker
URN etd-07022013-104721
Title An Evaluation of Trial-based Functional Analyses in Classroom Settings
Degree PhD
Department Special Education
Advisory Committee
Advisor Name Title
Joseph Wehby Committee Chair
Craig Kennedy Committee Member
Erik Carter Committee Member
Paul Yoder Committee Member
  • developmental disabilities
  • classroom
  • problem behavior
  • functional analysis
Date of Defense 2013-06-27
Availability unrestricted
Although the functional analysis (FA) remains the gold standard for identifying the function of problem behavior for students with disabilities, traditional FA procedures are typically costly in terms of time, resources, and perceived risks. The purpose of the current study was to replicate and extend a trial-based FA methodology that shows particular promise in the context of classroom settings. Participants included 4 teaching assistants and 4 students with disabilities and histories of high-frequency problem behavior who attended public elementary schools. Trial-based FAs were conducted in students’ usual instructional settings and outcomes were validated via subsequent contingency reversal intervention trials. Descriptive data on student problem behavior and environmental stimuli were collected prior to each trial-based FA to identify hypotheses and design experimental trials. Results of the current study add to the growing evidence validating the trial-based FA as a practical alternative to traditional methodologies that are difficult to implement in classroom settings.
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