functional analysis methodology
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2014 ◽  
Vol 115 (3) ◽  
pp. 655-669 ◽  
Author(s):  
C. Delgado-Casas ◽  
J. I. Navarro ◽  
R. Garcia-Gonzalez-Gordon ◽  
E. Marchena

Challenging behaviors exhibited by individuals with developmental disabilities often hinder the acquisition of academic, social, and life skills. Functional analysis has been useful for assessing challenging behavior in various settings. The purpose of this study was to implement an operant methodology for recognizing the functional properties of challenging behavior in people with intellectual disabilities. Four adults diagnosed with profound intellectual disability received assessment under several experimental conditions using a functional analysis methodology: social attention as positive reinforcement, negative reinforcement such as the termination of demands, positive tangible reinforcements, absence of social contingencies, and escape from noisy stimuli. Results showed that different types of reinforcement or avoiding contingencies affected the rate of aggression, self-injury, disruption, stereotypy, or socially offensive behaviors, and functional analysis may potentially be a viable alternative for identifying challenging behaviors.


2012 ◽  
Vol 5 (1) ◽  
pp. 27-39 ◽  
Author(s):  
Barbara J. Davis ◽  
SungWoo Kahng ◽  
Jonathan Schmidt ◽  
Lynn G. Bowman ◽  
Eric W. Boelter

2012 ◽  
Vol 24 (3) ◽  
pp. 301-326 ◽  
Author(s):  
Sinead Lydon ◽  
Olive Healy ◽  
Mark F. O’Reilly ◽  
Russell Lang

Author(s):  
Paul Langthorne ◽  
Peter McGill ◽  
Mark F O'Reilly ◽  
Russell Lang ◽  
Wendy Machalicek ◽  
...  

Abstract Fragile X syndrome is the most common inherited cause of intellectual and developmental disability. The influence of environmental variables on behaviors associated with the syndrome has received only scant attention. The current study explored the function served by problem behavior in fragile X syndrome by using experimental functional analysis methodology with 8 children with fragile X. No child met criteria for attention-maintained problem behavior, 5 children met criteria for escape-maintained problem behavior, and 4 children met criteria for tangible-maintained problem behavior. Results are discussed and compared with previous findings on the function of problem behavior in fragile X syndrome, and implications for intervention are discussed. It is noted that the external validity of these findings is limited by the small sample size.


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