I conducted two studies. First, I examined the applicability of discrete-trial functional analysis (DTFA) for identifying the function of problem behavior in three adults with a dual diagnosis of a significant intellectual disability and a mental illness. Results indicated clear patterns of problem behavior for each participant. Second, I used a multiple-baseline design across participants (Kazdin, 2011) to assess the effectiveness of FCT on the acquisition and discriminated use of a functionally equivalent replacement behavior. Results indicated that FCT was effective in producing acquisition and discriminated use of a replacement response for all participants. This study extends the literature on the accurate assessment of the function of problem behavior to adults with dual diagnosis and provides empirical evidence of the effects of one's motivation on the acquisition of a functionally equivalent replacement behavior. Implications for future research and practice are suggested.
","abstract_html":"<p>I conducted two studies. First, I examined the applicability of discrete-trial functional analysis (DTFA) for identifying the function of problem behavior in three adults with a dual diagnosis of a significant intellectual disability and a mental illness. Results indicated clear patterns of problem behavior for each participant. Second, I used a multiple-baseline design across participants (Kazdin, 2011) to assess the effectiveness of FCT on the acquisition and discriminated use of a functionally equivalent replacement behavior. Results indicated that FCT was effective in producing acquisition and discriminated use of a replacement response for all participants. This study extends the literature on the accurate assessment of the function of problem behavior to adults with dual diagnosis and provides empirical evidence of the effects of one's motivation on the acquisition of a functionally equivalent replacement behavior. Implications for future research and practice are suggested.</p>","abstract_has_math":false,"creators":["Chezan, Laura Claudia"],"institution":null,"degree_name":"Ph.D.","degree_level":"Campus Access Dissertation","degree_discipline":"Educational Studies","degree_department":null,"school":null,"contributors":["Erik Drasgow"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-01-01T08:00:00Z","date_published":"2012-01-01T08:00:00Z","updated_at":"2026-07-24T04:38:37Z","subjects":["Education","Special Education and Teaching","discrete-trial functional analysis","discrimination training","dual diagnosis"],"languages":[],"rights":["© 2012, Laura Claudia Chezan"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarcommons.sc.edu/etd/1941","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Erik Drasgow"]},{"key":"dc:creator","label":"Author","values":["Chezan, Laura Claudia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Special Education and Teaching","discrete-trial functional analysis","discrimination training","dual diagnosis"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© 2012, Laura Claudia Chezan"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarcommons.sc.edu/etd/1941"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["I conducted two studies. First, I examined the applicability of discrete-trial functional analysis (DTFA) for identifying the function of problem behavior in three adults with a dual diagnosis of a significant intellectual disability and a mental illness. Results indicated clear patterns of problem behavior for each participant. Second, I used a multiple-baseline design across participants (Kazdin, 2011) to assess the effectiveness of FCT on the acquisition and discriminated use of a functionally equivalent replacement behavior. Results indicated that FCT was effective in producing acquisition and discriminated use of a replacement response for all participants. This study extends the literature on the accurate assessment of the function of problem behavior to adults with dual diagnosis and provides empirical evidence of the effects of one's motivation on the acquisition of a functionally equivalent replacement behavior. Implications for future research and practice are suggested.
"]},{"key":"dc:title","label":"Title","values":["Discrete-Trial Functional Analysis of Problem Behavior and Functional Communication Training in Three Adults with a Dual Diagnosis of a Significant Intellectual Disability and a Mental Illness"]}]}],"canonical_facts":{"dc:contributor":["Erik Drasgow"],"dc:creator":["Chezan, Laura Claudia"],"dc:description.abstract":["I conducted two studies. First, I examined the applicability of discrete-trial functional analysis (DTFA) for identifying the function of problem behavior in three adults with a dual diagnosis of a significant intellectual disability and a mental illness. Results indicated clear patterns of problem behavior for each participant. Second, I used a multiple-baseline design across participants (Kazdin, 2011) to assess the effectiveness of FCT on the acquisition and discriminated use of a functionally equivalent replacement behavior. Results indicated that FCT was effective in producing acquisition and discriminated use of a replacement response for all participants. This study extends the literature on the accurate assessment of the function of problem behavior to adults with dual diagnosis and provides empirical evidence of the effects of one's motivation on the acquisition of a functionally equivalent replacement behavior. Implications for future research and practice are suggested.
"],"dc:identifier":["https://scholarcommons.sc.edu/etd/1941"],"dc:rights":["© 2012, Laura Claudia Chezan"],"dc:subject":["Education","Special Education and Teaching","discrete-trial functional analysis","discrimination training","dual diagnosis"],"dc:title":["Discrete-Trial Functional Analysis of Problem Behavior and Functional Communication Training in Three Adults with a Dual Diagnosis of a Significant Intellectual Disability and a Mental Illness"],"thesis:degree_discipline":["Educational Studies"],"thesis:degree_level":["Campus Access Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T04:38:37Z"}