FUNCTIONAL ANALYSIS AND TREATMENT OF ELOPEMENT ACROSS TWO SCHOOL SETTINGS

被引：32

作者：

Lang, Russell ^{[1
]}

Davis, Tonya ^{[2
]}

O'Reilly, Mark ^{[3
]}

Machalicek, Wendy ^{[4
]}

Rispoli, Mandy ^{[5
]}

Sigafoos, Jeff ^{[6
]}

Lancioni, Giulio ^{[7
]}

Regester, April

机构：

[1] Univ Calif Santa Barbara, Eli & Edythe L Broad Asperger Res Ctr, Grad Sch Educ, Santa Barbara, CA 93106 USA

[2] Baylor Univ, Waco, TX 76798 USA

[3] Univ Texas Austin, Austin, TX 78712 USA

[4] Univ Wisconsin, Madison, WI 53706 USA

[5] Texas A&M Univ, College Stn, TX 77843 USA

[6] Univ Wellington, Wellington, New Zealand

[7] Univ Bari, I-70121 Bari, Italy

来源：

JOURNAL OF APPLIED BEHAVIOR ANALYSIS | 2010年 / 43卷 / 01期

关键词：

Asperger syndrome; elopement; functional analysis; intervention; NONCONTINGENT REINFORCEMENT; PROBLEM BEHAVIOR;

D O I：

10.1901/jaba.2010.43-113

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

The elopement of a child with Asperger syndrome was assessed using functional analyses and was treated in two school settings (classroom and resource room). Functional analyses indicated that elopement was maintained by access to attention in the resource room and obtaining a preferred activity in the classroom. Attention- and tangible-based interventions were compared in an alternating treatments design in both settings. Results validated the findings of the functional analyses. Implications for the assessment and treatment of elopement are discussed.

引用

页码：113 / 118

页数：6

共 50 条

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