Abstract
This study investigated the use of functional assessment for transition difficulties. The participant was an 11-year-old girl who engaged in “flopping” to the ground during transitions. Assessment information identified particular transitions that were problematic. Hypotheses were then developed which implicated access to preferred activities and access to social interaction as potential functions for flopping. An intervention linked to the interaction hypothesis, consisting of scheduling a brief period for interaction immediately following problematic transitions, resulted in reduced rates of flopping. This study extends the existing functional assessment literature by illustrating a feasible and practical approach for testing hypotheses and intervention selection pertaining to transition difficulties.
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