CLASSROOM APPLICATION OF A TRIAL‐BASED FUNCTIONAL ANALYSIS

Abstract

We evaluated a trial‐based approach to conducting functional analyses in classroom settings. Ten students referred for problem behavior were exposed to a series of assessment trials, which were interspersed among classroom activities throughout the day. Results of these trial‐based functional analyses were compared to those of more traditional functional analyses. Outcomes of both assessments showed correspondence in 6 of the 10 cases and partial correspondence in a 7th case. Results of the standard functional analysis suggested reasons for obtained differences in 2 cases of noncorrespondence, which were verified when portions of the trial‐based functional analyses were modified and repeated. These results indicate that a trial‐based functional analysis may be a viable assessment method when resources needed to conduct a standard functional analysis are unavailable. Implications for classroom‐based assessment methodologies and future directions for research are discussed.