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Peer reviewed Peer reviewed
ERIC Number: EJ659261
Record Type: CIJE
Publication Date: 2002
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1079-3917
Structural Analysis of Instructional Variables and Their Effects on Task-Engagement and Self-Aggression.
Wheeler, John J.; Carter, Stacy L.; Mayton, Michael R.; Thomas, Rebekah A.
Education and Training in Mental Retardation and Developmental Disabilities, v37 n4 p391-98 Dec 2002
A brief structural analysis of instructional variables assessed levels of task engagement and self-aggression behavior in a seven-year- old child with multiple disabilities. Results indicated increased levels of task-engagement and reduced levels of self-aggression as stepwise changes in treatment components occurred, validating use of structural analysis of instructional variables in the classroom setting. (Contains references.) (Author/PB)
Descriptors: Aggression, Behavior Modification, Classroom Environment, Educational Strategies, Elementary Education, Factor Analysis, Multiple Disabilities, Structural Analysis (Science), Time on Task
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A