Classwide functional analysis and comparison of function-based interventions with preschoolers

Veena Yamasani Poole

Abstract

Few studies have used experimental functional analysis procedures and function-based treatments using the class as a unit of analysis. Two kindergarten classrooms, one Head Start classroom and their teachers participated in the study. Both the assessment and intervention included teacher-implemented functional analyses and intervention using the class as the unit of analysis. Functional assessment procedures included a direct-descriptive screening observation, teacher interviews, and functional analyses. Assessment data were used to develop function-based interventions. An alternating treatment design with a verification phase was used to evaluate treatment effects. Function-based interventions, specifically, differential reinforcement of appropriate behaviors (DRA), resulted in decreases in disruptive behaviors in two out of three classrooms. Moreover, DRA was effective for increasing appropriate replacement behaviors. Assessment and treatment acceptability data indicated that both the assessment and intervention procedures were acceptable to the teachers.