A comparison of latency functional analysis and analogue functional analysis in an early childhood setting

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dc.contributor.advisorFalcomata, Terry S.
dc.creatorShubert, Jennifer Susanen
dc.date.accessioned2014-01-30T16:32:00Zen
dc.date.accessioned2017-05-11T22:41:14Z
dc.date.available2017-05-11T22:41:14Z
dc.date.issued2013-12en
dc.date.submittedDecember 2013en
dc.date.updated2014-01-30T16:32:00Zen
dc.descriptiontexten
dc.description.abstractThe purpose of this dissertation was to compare two methods of assessing challenging behavior in young children in the home setting and to determine if the two methods could result in the same outcome. Results indicated that there was full correspondence between the two assessment methods for three out of five participants, and among 19 comparisons, 16 agreements were made (84%). Future research should validate latency functional analysis via treatment evaluation with this population.en
dc.description.departmentSpecial Educationen
dc.format.mimetypeapplication/pdfen
dc.identifier.urihttp://hdl.handle.net/2152/22982en
dc.language.isoen_USen
dc.subjectAnalogue functional analysisen
dc.subjectLatency functional analysisen
dc.subjectBehavior analysisen
dc.subjectEarly interventionen
dc.subjectEarly childhooden
dc.subjectChallenging behavioren
dc.subjectBehavior assessmenten
dc.titleA comparison of latency functional analysis and analogue functional analysis in an early childhood settingen

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