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Behavior Analysis in Practice

, Volume 12, Issue 1, pp 176–181 | Cite as

Functional Analysis and Treatment of Pica on a Preschool Playground

  • Jennifer R. LedfordEmail author
  • Erin E. Barton
  • Monica N. Rigor
  • Kristen C. Stankiewicz
  • Kate T. Chazin
  • Emilee R. Harbin
  • Abby L. Taylor
Brief Practice

Abstract

Appropriate use of function-based assessments and interventions is crucial for improving educational outcomes and ensuring the well-being of children who engage in dangerous problem behaviors such as pica. A function-based assessment was conducted for a child engaging in pica in an inclusive childcare setting. Results suggest pica was maintained by access to adult attention. Function-based interventions were developed, assessed, and shared with the child’s teaching team. Follow-up data suggest that his teachers continued to use the intervention and that levels of pica remained low.

Keywords

Functional analysis Early childhood Playground Pica 

Notes

Compliance with Ethical Standards

Conflict of Interest

Jennifer R. Ledford declares she has no conflicts of interest. Erin E. Barton declares she has no conflicts of interest. Monica N. Rigor declares she has no conflicts of interest. Kristen C. Stankiewicz declares she has no conflicts of interest. Kate T. Chazin declares she has no conflicts of interest. Emilee R. Harbin declares she has no conflicts of interest. Abby L. Taylor declares she has no conflicts of interest.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

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Copyright information

© Association for Behavior Analysis International 2018

Authors and Affiliations

  1. 1.Department of Special EducationVanderbilt UniversityNashvilleUSA

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