Michael M. Mueller

Functional Analysis in Public Schools: A Summary of 90 Functional Analyses.

Several review and epidemiological studies have been conducted over recent years to inform behavior analysts of functional analysis outcomes. None to date have closely examined demographic and clinical data for functional analyses conducted exclusively in public school settings. The current paper presents a data-based summary of 90 functional analyses conducted in public school settings from 2006 through 2009 for 69 students. Specifically, we present data on gender, age, race, diagnosis, topography of target behaviors, number of conditions, duration of sessions, duration of analysis, functional outcomes, setting, and person serving the role of therapist. Results suggest that functional analyses in schools are possible, practical, and produce results that are comparable to those in past research.

Increasing Seating Opportunities Using a Behavioral Prompt

Abstract The present study used a sign to increase the number of pushed in chairs within 2 sections of an undergraduate educational psychology course at a university in the southeastern United States. This may have increased the opportunity for students with mobility limitations to select from a wider variety of seating. After posting a sign, at least 20% more chairs were pushed in across each section. Following removal of the sign, chairs continued to be pushed in at a level consistent with intervention. Compared with other studies that have used signs to effect change, the fact that the same population of users was exposed to the sign may explain the discrepant results in the literature regarding level of behavioral persistence after signs had been withdrawn. Cost efficiency, support for using a behavioral prompt, and future research is discussed.