Mueller et al., 2011


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. Reading the article and completing the quiz, participants will receive 1 Learning CEU.

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Course curriculum

  • 1

    MUELLER, NKOSI, & HINE, 2011

    • MUELLER, NKOSI, & HINE, 2011

  • 2


    • Mueller et al., 2011 Quiz

  • 3


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Jacqueline Shackil

Introducing Jacqueline, the driving force behind HiJack Behaviors. With a background in Applied Behavioral Analysis and a graduate certification in Industrial-Organizational Psychology, she brings a unique blend of expertise to the table. As a Board Certified Behavior Analyst (BCBA), Jacqueline is deeply committed to the growth and development of practitioners in the behavioral health field. At HiJack Behaviors, she focuses on creating impactful continuing education courses, specializing in ethics, improvement, and professional growth. Her mission is to not only enhance the practice of behavioral health but also to empower individuals to reach their highest potential.

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