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Journal of Autism and Developmental Disorders

, Volume 46, Issue 3, pp 797–811 | Cite as

The Generality of Interview-Informed Functional Analyses: Systematic Replications in School and Home

  • Joana L. Santiago
  • Gregory P. Hanley
  • Keira Moore
  • C. Sandy Jin
Original Paper

Abstract

Behavioral interventions preceded by a functional analysis have been proven efficacious in treating severe problem behavior associated with autism. There is, however, a lack of research showing socially validated outcomes when assessment and treatment procedures are conducted by ecologically relevant individuals in typical settings. In this study, interview-informed functional analyses and skill-based treatments (Hanley et al. in J Appl Behav Anal 47:16–36, 2014) were applied by a teacher and home-based provider in the classroom and home of two children with autism. The function-based treatments resulted in socially validated reductions in severe problem behavior (self-injury, aggression, property destruction). Furthermore, skills lacking in baseline—functional communication, denial and delay tolerance, and compliance with adult instructions—occurred with regularity following intervention. The generality and costs of the process are discussed.

Keywords

Classroom-based treatment Delay tolerance Functional analysis Functional communication Home-based treatment Synthesized contingencies 

Notes

Author Contributions

Ms. Santiago implemented the procedures, assisted in the design of the study, analyzed the data, and co-wrote the initial draft of the paper. Dr. Hanley designed the study, co-wrote the manuscript, and revised the manuscript according to the reviewers comments. Dr. Jin provided guidance on measurement and data analysis, developed the graphic displays, and assisted in revising the manuscript according to the reviewers comments. Ms. Moore implemented the procedures, assisted in the data analysis and in the writing of the initial draft of the paper.

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Copyright information

© Springer Science+Business Media New York 2015

Authors and Affiliations

  • Joana L. Santiago
    • 1
  • Gregory P. Hanley
    • 2
    • 3
  • Keira Moore
    • 4
    • 5
  • C. Sandy Jin
    • 4
    • 6
  1. 1.The New England Center for ChildrenWestern New England UniversitySpringfieldUSA
  2. 2.Psychology DepartmentWestern New England UniversitySpringfieldUSA
  3. 3.The University of Massachusetts Medical SchoolWorcesterUSA
  4. 4.Western New England UniversitySpringfieldUSA
  5. 5.Crossroads SchoolSanta MonicaUSA
  6. 6.Eastern Connecticut State UniversityWillimanticUSA

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