Abstract:

It is important to determine the function of these behaviors in order to develop effective interventions towards problem behaviors presented in pre-school coating environments. This study aims to determine the effectiveness of the use of experimental-based functional analysis (DDIA) in determining the functional behavior of special-needed students with a variety of problem behaviors, who continue to pre-school coaching. In this regard, the results of the traditional functional analysis (GIA), which is a proven method of effectiveness, were compared with the results obtained from DDIA, and the compatibility between the results was studied. The study included a total of 4 male students with a language disorder diagnosed with three autism spectrum disorders between the ages of 62-67 months. In the first part of the study, DDIA, in the second part, the GIA process was applied. Data related to the DDIA process was collected through systematic observation. In the GIA process, the multi-element design was used. The study found that all participants in determining the function of problem behavior were fully compatible with the results of DDIA and GIA. This situation shows that the DDIA method can be an effective method in determining the functions of problem behavior.

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