We conducted functional analyses (FA) with 4 typically developing preschool children during ongoing classroom activities and evaluated treatments that were based on FA results. Results of each child's FA suggested social-positive reinforcement functions, and differential reinforcement of alternative behavior plus time-out was effective in decreasing problem behavior and increasing appropriate behavior. We discuss the utility of classroom-based FAs and potential compromises to experimental control.
|Original language||English (US)|
|Number of pages||7|
|Journal||Journal of applied behavior analysis|
|State||Published - Jan 1 2013|
ASJC Scopus subject areas
- Applied Psychology
- Sociology and Political Science