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An investigation of the functional
approach to assessment and treatment of problem behaviour in
a standard school classroom. Functional assessment and analysis has received a renewal of interest within the applied behaviour analysis literature. Functional assessment is considered an important link between the assessment of behavioural problem and the selection and development of interventions for them. The effectiveness of the functional approach was demonstrated in a case study of a seven year old boy attending a normal school who was referred for displaying a range of aberrant behaviours in the classroom setting. All but one of the child's targeted behaviours were effectively reduced providing a demonstration of the potential utility of this tool in a standard classroom setting. A number of important limitations about the technique were raised in the process. These included: concern over the length of time needed to conduct as assessment, the need for a more structured and validated assessment tool or technique that could be used by those with limited experience in this field. Suggestions for further research include the need to compare the efficacy of tools used in functional assessment with tools used in traditional clinical assessment. Keywords: functional analysis, normal classroom setting, assessment, treatment |
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