Teacher-conducted trial-based functional analysis and treatment of multiply controlled challenging behavior.

We trained a public school teacher to conduct a trial-based functional analysis (FA) in her self-contained classroom during school hours with other children present. Using FA data as baseline, we validated our intervention by tracking changes in response latencies from the onset of relevant establishing operations (compounded across time). Latency data and social validity measures both confirmed treatment efficacy. (PsycINFO Database Record (c) 2019 APA, all rights reserved)