[article] 
inJournal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.797-811

Titre :	The Generality of Interview-Informed Functional Analyses: Systematic Replications in School and Home
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Joana L. SANTIAGO, Auteur ; Gregory P. HANLEY, Auteur ; Keira MOORE, Auteur ; C. Sandy JIN, Auteur
Article en page(s) :	p.797-811
Langues :	Anglais (eng)
Mots-clés :	Classroom-based treatment  Delay tolerance  Functional analysis  Functional communication  Home-based treatment  Synthesized contingencies
Index. décimale :	PER Périodiques
Résumé :	Behavioral interventions preceded by a functional analysis have been proven efficacious in treating severe problem behavior associated with autism. There is, however, a lack of research showing socially validated outcomes when assessment and treatment procedures are conducted by ecologically relevant individuals in typical settings. In this study, interview-informed functional analyses and skill-based treatments (Hanley et al. in J Appl Behav Anal 47:16–36, 2014) were applied by a teacher and home-based provider in the classroom and home of two children with autism. The function-based treatments resulted in socially validated reductions in severe problem behavior (self-injury, aggression, property destruction). Furthermore, skills lacking in baseline—functional communication, denial and delay tolerance, and compliance with adult instructions—occurred with regularity following intervention. The generality and costs of the process are discussed.
En ligne :	http://dx.doi.org/10.1007/s10803-015-2617-0
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281

[article] The Generality of Interview-Informed Functional Analyses: Systematic Replications in School and Home [Texte imprimé et/ou numérique] / Joana L. SANTIAGO, Auteur ; Gregory P. HANLEY, Auteur ; Keira MOORE, Auteur ; C. Sandy JIN, Auteur . - p.797-811.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.797-811

Mots-clés :	Classroom-based treatment  Delay tolerance  Functional analysis  Functional communication  Home-based treatment  Synthesized contingencies
Index. décimale :	PER Périodiques
Résumé :	Behavioral interventions preceded by a functional analysis have been proven efficacious in treating severe problem behavior associated with autism. There is, however, a lack of research showing socially validated outcomes when assessment and treatment procedures are conducted by ecologically relevant individuals in typical settings. In this study, interview-informed functional analyses and skill-based treatments (Hanley et al. in J Appl Behav Anal 47:16–36, 2014) were applied by a teacher and home-based provider in the classroom and home of two children with autism. The function-based treatments resulted in socially validated reductions in severe problem behavior (self-injury, aggression, property destruction). Furthermore, skills lacking in baseline—functional communication, denial and delay tolerance, and compliance with adult instructions—occurred with regularity following intervention. The generality and costs of the process are discussed.
En ligne :	http://dx.doi.org/10.1007/s10803-015-2617-0
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281