Using Functional Assessment and Children's Preferences to Improve the Behavior of Young Children with Behavioral Disorders

Abstract

Functional assessments conducted individually with four young children (ages 60–63 months) with behavioral disorders indicated that their behavior improved substantially when they engaged in preferred activities. An intervention in which these activities were imbedded within their existing curricula produced dramatic reductions in their problem behaviors. Probes conducted in nontargeted activities showed good generality with these children and with two nontargeted peers. Substantial increases in positive teacher interaction also occurred when the intervention was implemented. Treatment acceptability data indicated that the teachers strongly preferred the intervention over the instructional and behavior management procedures they had used previously. Finally, procedural reliability data indicated that the teachers could implement the intervention procedures properly even with limited training and support.

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