Functional analysis and treatment of problem behavior in early education classrooms.

Brian D. Greer, Pamela L. Neidert, Claudia L. Dozier, Steven W. Payne, Kimberley L.M. Zonneveld, Amy M. Harper

Research output: Contribution to journalArticle

8 Scopus citations

Abstract

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 languageEnglish (US)
Pages (from-to)289-295
Number of pages7
JournalJournal of applied behavior analysis
Volume46
Issue number1
StatePublished - Jan 1 2013

ASJC Scopus subject areas

  • Philosophy
  • Applied Psychology
  • Sociology and Political Science

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  • Cite this

    Greer, B. D., Neidert, P. L., Dozier, C. L., Payne, S. W., Zonneveld, K. L. M., & Harper, A. M. (2013). Functional analysis and treatment of problem behavior in early education classrooms. Journal of applied behavior analysis, 46(1), 289-295.