Functional assessment of instructional variables: Linking assessment and treatment

Tiffany Kodak; Wayne W. Fisher; Andrea Clements; Amber R. Paden; Nitasha R. Dickes

doi:10.1016/j.rasd.2010.11.012

Functional assessment of instructional variables: Linking assessment and treatment

Tiffany Kodak, Wayne W. Fisher, Andrea Clements, Amber R. Paden, Nitasha R. Dickes

Research output: Contribution to journal › Article › peer-review

14 Scopus citations

Abstract

The purpose of the present investigation was to refine and validate an assessment procedure to identify instructional variables influencing acquisition of conditional discriminations in children diagnosed with autism. An assessment was implemented with eleven individuals to identify the specific instructional variables influencing the individual's responding. A prescribed academic intervention was selected for participants based on the results of the functional assessment. The prescribed intervention was compared to an alternative treatment and control condition. The functional assessment identified several different patterns of responding to instructional variables across participants. The treatment evaluation demonstrated that the prescribed academic intervention was effective in teaching conditional discriminations.

Original language	English (US)
Pages (from-to)	1059-1077
Number of pages	19
Journal	Research in Autism Spectrum Disorders
Volume	5
Issue number	3
DOIs	https://doi.org/10.1016/j.rasd.2010.11.012
State	Published - Jul 2011

Keywords

Academic interventions
Auditory-visual conditional discrimination
Functional assessment
Instructional variables

ASJC Scopus subject areas

Developmental and Educational Psychology
Clinical Psychology
Psychiatry and Mental health

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10.1016/j.rasd.2010.11.012

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abstract = "The purpose of the present investigation was to refine and validate an assessment procedure to identify instructional variables influencing acquisition of conditional discriminations in children diagnosed with autism. An assessment was implemented with eleven individuals to identify the specific instructional variables influencing the individual's responding. A prescribed academic intervention was selected for participants based on the results of the functional assessment. The prescribed intervention was compared to an alternative treatment and control condition. The functional assessment identified several different patterns of responding to instructional variables across participants. The treatment evaluation demonstrated that the prescribed academic intervention was effective in teaching conditional discriminations.",

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AU - Fisher, Wayne W.

AU - Clements, Andrea

AU - Paden, Amber R.

AU - Dickes, Nitasha R.

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AB - The purpose of the present investigation was to refine and validate an assessment procedure to identify instructional variables influencing acquisition of conditional discriminations in children diagnosed with autism. An assessment was implemented with eleven individuals to identify the specific instructional variables influencing the individual's responding. A prescribed academic intervention was selected for participants based on the results of the functional assessment. The prescribed intervention was compared to an alternative treatment and control condition. The functional assessment identified several different patterns of responding to instructional variables across participants. The treatment evaluation demonstrated that the prescribed academic intervention was effective in teaching conditional discriminations.

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Functional assessment of instructional variables: Linking assessment and treatment

Abstract

Keywords

ASJC Scopus subject areas

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