Graduation Year
2018
Document Type
Dissertation
Degree
Ph.D.
Degree Name
Doctor of Philosophy (Ph.D.)
Degree Granting Department
Child and Family Studies
Major Professor
Raymond Miltenberger, Ph.D.
Committee Member
Donald Kincaid, Ed.D.
Committee Member
Sarah Bloom, Ph.D.
Committee Member
Jose Castillo, Ph.D.
Keywords
Functional Assessment, Functional Analysis, Function Based Interventions, Trial-based Functional Analysis, ABA in Schools
Abstract
In 1997, Congress established the Individuals with Disabilities Education Act (IDEA, 1997), which required that schools conduct functional behavior assessments when a student engages in problem behavior that may lead to suspension or expulsion (Ervin et al., 2001; Yell & Katsiyanis, 2010). As a result, research has expanded to include ways to adapt the functional assessment process in school settings. The purpose of this study was to compare the correspondence between functional analysis procedures for students in a private school and validate the assessment outcomes with interventions conducted in the classroom settings. The results indicate that both assessments corresponded in 87% of all functions identified in the study. Furthermore, the interventions yielded reductions in problem behaviors for all participants.
Scholar Commons Citation
Sanchez, Sindy, "What’s the Function? Assessing Correspondence between Functional Analysis Procedures" (2018). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/7361
