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

doi:10.1002/jaba.10

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 journal › Article › peer-review

10 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 language	English (US)
Pages (from-to)	289-295
Number of pages	7
Journal	Journal of applied behavior analysis
Volume	46
Issue number	1
DOIs	https://doi.org/10.1002/jaba.10
State	Published - 2013
Externally published	Yes

ASJC Scopus subject areas

Philosophy
Applied Psychology
Sociology and Political Science

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10.1002/jaba.10

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AU - Zonneveld, Kimberley L.M.

AU - Harper, Amy M.

PY - 2013

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

Abstract

ASJC Scopus subject areas

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