Functional Analysis With Typically Developing Children: Best Practice or Too Early to Tell?: In Response to Hanley (2012)
Hanley (2012) provided a guide to practitioners and researchers in the conduct of functional assessment for problem behavior, citing a body of empirical work to support his view. Much of the work Hanley drew upon was conducted with individuals with developmental delay in hospitals or outpatient clin...
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| Published in: | Behavior analysis in practice 2013-12, Vol.6 (2), p.62-76 |
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| Main Authors: | , |
| Format: | Article |
| Language: | eng |
| Subjects: | |
| Online Access: | Get full text |
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| Summary: | Hanley (2012) provided a guide to practitioners and researchers in the conduct of functional assessment for problem behavior, citing a body of empirical work to support his view. Much of the work Hanley drew upon was conducted with individuals with developmental delay in hospitals or outpatient clinic settings. In this paper, we argue that the guidelines he put forth are not necessarily applicable to work in schools or with typically developing individuals. We examine the evidence supporting use of functional analysis with typically developing children, emphasizing school-based consultation, and conclude by recommending a tiered assessment approach from least to most intensive based on the needs of the individual child. |
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| ISSN: | 1998-1929 2196-8934 |