Translating Multiple Assessment Techniques Into an Intervention Selection Model for Classrooms

Document Type

Article

Publication Date

12-1-2003

Department

Educational Studies and Research

Abstract

Translating current research to school-based clinical practice highlights issues not often encountered in laboratory settings. With the assistance of a consultant, teachers conducted functional analyses, brief multielement treatment comparisons, and controlled treatment evaluations under naturalistic conditions in the classroom. Teachers also provided input on treatment selection. Treatment integrity data collected throughout the study suggested that teachers implemented analyses and treatments with high integrity The functional analysis outcomes combined with effectiveness and acceptability data led to the selection of interventions that reduced problem behavior in the classrooms for each of 3 children.

Publication Title

Journal of Applied Behavior Analysis

Volume

36

Issue

4

First Page

563

Last Page

573

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