Although functional analysis is a powerful tool for testing the function of challenging behavior, it is not always feasible or appropriate to include as a component of functional behavior assessment (FBA). Alternative experimental analysis methods are needed to inform individualized interventions in schools, particularly for students who engage in passive forms of problem behavior. We evaluated a concurrent operant analysis (COA) framework to identify reinforcers for appropriate replacement behaviors for four students referred for FBA and reported by teachers to engage in low levels of work completion. After completing two COAs per student (researcher-as-therapist and teacher-as-therapist), we used alternating treatments designs to compare the effects of an intervention matched with COA outcomes to intervention conditions that were not matched to COA outcomes on levels of work completion and task engagement. COA outcomes corresponded across therapists for three of four participants and intervention results validated COA outcomes for two of these participants. Although results of this initial investigation seem promising, more research on COA frameworks is needed to determine their utility to guide reinforcement-based interventions in schools.

中文翻译：

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对并发操作分析框架的初步评估，以识别完成工作的辅助人员

尽管功能分析是测试挑战​​行为功能的强大工具，但将其作为功能行为评估（FBA）的一部分并不总是可行或适当的。需要替代性的实验分析方法来指导学校的个性化干预，特别是对于那些以被动方式出现问题行为的学生。我们评估了并发操作分析（COA）框架，以为四名转介到FBA并由教师报告从事低水平工作完成的学生确定合适的替代行为强化剂。在为每个学生（研究者作为治疗师和教师作为治疗师）完成两次COA之后，我们使用交替治疗设计来比较与COA结果匹配的干预措施与在工作完成和任务投入水平上与COA结果不匹配的干预条件的效果。四个治疗师中有三个参与者的COA结果在治疗师之间相对应，干预结果验证了其中两个参与者的COA结果。尽管此初步调查的结果似乎很有希望，但仍需要对COA框架进行更多研究，以确定其实用性，以指导学校中基于强化的干预措施。