The current investigation was designed to identify—through the use of a structural analysis procedure—the most salient antecedent variables related to problem behavior. More specifically, the authors investigated the use of structural analysis procedures to identify antecedent variables within a general education setting that supported the systematic inclusion of a student with an emotional or behavioral disorder. Analog probes were done in both special education and general education settings to identify and confirm a package of antecedent variables that directly contributed to the student's behavior. A peer without disabilities acted as the assessment and intervention agent across both educational settings to further ensure that naturally occurring activities and interactions were being assessed. Results supported the use of the assessment and intervention process for identifying environmental and curricular variables that support the successful integration of the student into the general education setting. Potential implications of these findings and future research directions are discussed.
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