Effects of Language of Implementation on Functional Analysis Outcomes |
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| Authors: | Mandy Rispoli Mark O’Reilly Russell Lang Jeff Sigafoos Austin Mulloy Jeannie Aguilar George Singer |
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| Affiliation: | (1) Department of Educational Psychology, 4225 Texas A & M University, College Station, TX 77843-4225, USA;(2) Meadows Center for Preventing Educational Risk, The University of Texas at Austin, Austin, TX, USA;(3) Texas State University-San Marcos, Clinic for Autism Research Evaluation and Support, San Marcos, TX, USA;(4) Victoria University of Wellington, Wellington, New Zealand;(5) The University of California Santa Barbara, Santa Barbara, CA, USA |
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| Abstract: | This study evaluated the influence of language of implementation on functional analysis outcomes for a child with a severe intellectual disability from a Spanish-speaking home. Challenging behavior was assessed during 5-min sessions under 4 conditions; attention, play-verbal, play-nonverbal, and demand and across 2 phases; implementation in English versus Spanish. The highest levels of challenging behavior occurred during the attention and demand conditions of the English phases. These results suggest that the language of implementation may influence the overall levels of challenging behavior within functional analysis conditions. |
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