The effects of video technology on parent-implemented functional analysis.
Degree GrantorUniversity of Canterbury
Degree NameMaster of Arts
Past research has shown that following training, paraprofessionals can successfully implement a functional analysis, and that the skills learned can be maintained over time. However, little research has been done in the area of teaching parents how to conduct functional analyses. The present study examined the effectiveness of an instructional video and corrective feedback on the parents' ability to acquire functional analysis implementation skills. Following the presentation of the instructional video, a slight increase in performance accuracy was observed for two of the participants. Performance feedback was required for all participants in order to elevate their correct responding frequency. Parents were also taught how to measure their child's problem behaviour using partial-interval recording. Results show that parents were able to record the child's behaviour following training with high accuracy. Current findings further extend previous research by demonstrating the parents' ability to correctly conduct a functional analysis and correctly measure behaviour. Limitations of the current study and suggestions for future research are discussed.