Classroom-Based Functional Analysis and Intervention for Disruptive and Off-Task Behaviors

Autor/inn/en	Shumate, Emily D.; Wills, Howard P.
Titel	Classroom-Based Functional Analysis and Intervention for Disruptive and Off-Task Behaviors
Quelle	In: Education and Treatment of Children, 33 (2010) 1, S.23-48 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Behavior Problems; Intervention; Reading Failure; Reinforcement; Functional Behavioral Assessment; Time on Task; Student Behavior; Reading Instruction; At Risk Students; Behavior Modification; Program Effectiveness; Elementary School Students; Grade 2; Observation; Attention + Suchen Sie Ihr Suchwort? Reading disability; Reading weakness; Leseschwäche; Positive Verstärkung; Zeitaufwand; Student behaviour; Schülerverhalten; Leseunterricht; Behaviour modification; Verhaltensänderung; School year 02; 2. Schuljahr; Schuljahr 02; Beobachtung; Aufmerksamkeit
Abstract	Although there is a growing body of literature on the use of functional analysis in schools, there is a need for more demonstrations of this technology being used during the course of typical instruction. In this study, we conducted functional analyses of disruptive and off-task behavior in a reading classroom setting for 3 participants of typical intelligence identified as at-risk for reading failure. The teacher implemented two functional analysis conditions (i.e., escape, and attention) and a control condition. The results of the functional analysis suggested that disruptive behaviors were maintained by teacher attention for all 3 participants. Based on the functional analysis results, the teacher implemented a differential reinforcement of other behavior procedure in which participants were given a high rate of attention in the absence of disruptive and off-task behaviors. In addition, the teacher implemented a differential reinforcement of alternative behaviors procedure in which the appropriate recruitment of teacher attention was reinforced. The procedures were implemented using a multiple baseline design across participants. During intervention, the disruptive behaviors of all 3 participants decreased to near zero levels. (Contains 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10