Sarah E. Bloom, Brian A. Iwata, Jennifer N. Fritz, Eileen M. Roscoe, & Abbey B. Carreau (2011).
Classroom application of a trial-based functional analysis.
Journal of Applied Behavior Analysis,
44, 19-31.
We evaluated a trial-based approach to conducting functional analyses in
classroom settings. Ten students referred for problem behavior were
exposed to a series of assessment trials, which were interspersed among
classroom activities throughout the day. Results of these trial-based functional
analyses were compared to those of more traditional functional analyses.
Outcomes of both assessments showed correspondence in 6 of the 10 cases
and partial correspondence in a 7th case. Results of the standard functional
analysis suggested reasons for obtained differences in 2 cases of noncorrespondence,
which were verified when portions of the trial-based functional analyses were
modified and repeated. These results indicate that a trial-based functional analysis
may be a viable assessment method when resources needed to conduct a
standard functional analysis are unavailable. Implications for classroom-based
assessment methodologies and future directions for research are discussed.
Key words: functional analysis, trial-based assessment, classroom