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Conducting a Function-Based Intervention in a School Setting to Reduce Inappropriate Behaviour of a Child With Autism

Published online by Cambridge University Press:  27 February 2014

Regina Camacho ,
Angelika Anderson ,
Dennis W. Moore  and
Brett Furlonger
Regina Camacho
Affiliation:
Monash University, Melbourne, Victoria, Australia
Angelika Anderson*
Affiliation:
Monash University, Melbourne, Victoria, Australia
Dennis W. Moore
Affiliation:
Monash University, Melbourne, Victoria, Australia
Brett Furlonger
Affiliation:
Monash University, Melbourne, Victoria, Australia
*
Address for correspondence: Dr Angelika Anderson, Faculty of Education, Monash University, Wellington Road, Clayton, Vic 3800, Australia. Email: angelika.anderson@monash.edu
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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.

Keywords

autismBehavior Captureproblem behaviourmodified functional analysisschoolclassroom
Type
Standard Papers
Information
Behaviour Change , Volume 31 , Issue 1 , April 2014 , pp. 65 - 77
Copyright
Copyright © The Author(s), published by Cambridge University Press on behalf of Australian Academic Press Pty Ltd 2014 

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