Conducting a function-based intervention in a school setting to reduce inappropriate behaviour of a child with autism

Regina Camancho Ferrari, Angelika Anderson, Dennis William Moore, Brett Edward Furlonger

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Although function-based interventions have been shown to be effective, the methods utilised to carry out functional behaviour assessments (FBA) have practical limitations. This study explored the relative utility and feasibility of three FBA methods in a school setting to inform a function-based intervention to reduce problem behaviour in a boy with autism. The study consisted of (1) indirect and direct assessments, (2) a modified functional analysis, and (3) the intervention. New video technology, Behavior Capture, was trialled to facilitate data collection in the classroom. All methods contributed to identifying the function of the problematic behaviour, though only the functional analysis provided conclusive results. A peer-mediated intervention based on these findings conducted in the school playground reduced the problem behaviours. All FBA methods could be applied in the school setting and provided useful information. Novel technology was helpful in facilitating data collection. A naturalistic intervention was successful in reducing problem behaviours and increasing play skills.
Original languageEnglish
Pages (from-to)65 - 77
Number of pages13
JournalBehaviour Change
Volume31
Issue number1
DOIs
Publication statusPublished - 2014

Cite this

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Conducting a function-based intervention in a school setting to reduce inappropriate behaviour of a child with autism. / Camancho Ferrari, Regina; Anderson, Angelika; Moore, Dennis William; Furlonger, Brett Edward.

In: Behaviour Change, Vol. 31, No. 1, 2014, p. 65 - 77.

Research output: Contribution to journalArticleResearchpeer-review

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