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Using Functional Analysis Techniques to Develop Educational Support Plans for Students with High Support Needs

Published online by Cambridge University Press:  26 February 2016

Mark F. O’Reilly ,
Stephanie M. Peck ,
Jessica Webster ,
Sally Jo Baird ,
Kristen Plowman ,
Giulio E. Lancioni ,
Roisin Tieman ,
Marianne Gardiner  and
Orla Cummins
Mark F. O’Reilly*
Affiliation:
National University of Ireland, Dublin
Stephanie M. Peck
Affiliation:
Utah State University
Jessica Webster
Affiliation:
Utah State University
Sally Jo Baird
Affiliation:
Utah State University
Kristen Plowman
Affiliation:
Utah State University
Giulio E. Lancioni
Affiliation:
University of Leiden
Roisin Tieman
Affiliation:
National University of Ireland, Dublin
Marianne Gardiner
Affiliation:
National University of Ireland, Dublin
Orla Cummins
Affiliation:
National University of Ireland, Dublin
*
Correspondence to: Mark O’Reilly. Ph.D.. Department of Psychology. Science Building, National University of Ireland, Dublin. Belfield, Dublin 4, Republic of Ireland. Phone/Fax: + 35345483615. E-mail: [email protected]
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Abstract

We examined the use of functional analysis methodologies to identify the environmental determinants of challenging behaviour for two students with severe disabilities. With one student the functional analysis was conducted in an outpatient clinic which was removed from the school setting. The functional analysis was conducted in the classroom setting with the other student. These assessments produced clear hypotheses regarding the controlling contingencies for challenging behaviour with both students. Individualised support plans were then developed and were successfully implemented by classroom personnel. The results of this study are discussed in terms of using a flexible approach to functional assessment in schools based on the individual characteristics of the student and the classroom context.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 23 , Issue 1 , 1999 , pp. 5 - 14
Copyright
Copyright © The Australian Association of Special Education 1999

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