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

• DOI: 10.1007/s10803-015-2617-0
• Publication Date: 2015-10-03T03:52:54Z
• Authors: Joana L. Santiago; Gregory P. Hanley; Keira Moore; C. Sandy Jin
• Keywords: Male; Behavior; Schools; Adolescent; 05 social sciences; Reproducibility of Results; House Calls; Behavior Therapy; Interview, Psychological; Humans; Female; 0501 psychology and cognitive sciences; Autistic Disorder; Child

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.