Latency as a Dependent Variable in Trial-Based Functional Analysis

The following research project consisted of two parts. The first was a data analysis of previously collected data. The second was conducted in local public schools at no cost to the teachers, students, or schools. Many individuals with disabilities engage in aberrant behaviors that negatively affect their lives and the lives of those around them. The following research paper examined a tool currently being used in schools (trial-based functional analysis; FA) to determine its effectiveness at identifying the function of an individual’s behavior. The trial-based FA is an assessment tool that is accessible to classroom teachers to help them identify the function of the problem behavior. However, it does not always identify every function that other more established assessment tools may (functional analysis; FA). This research project looked at the use of different measurements (latency) and graphing conventions that may increase the correspondence between the trial-based FA and FA. By more accurately identifying the function of problem behavior, teachers will be able to use an effective tool that will guide their decisions in treatment. In turn this will allow teachers to spend less time managing behaviors and more time providing a meaningful education to the individuals in their classroom