ERIC Number: ED242150
Record Type: RIE
Publication Date: 1982
Reference Count: 0
A Task Force Report on Analysis of the Communicative Functions of Behavior.
Mirenda, Pat; And Others
The paper reviews research which views the inappropriate behavior of children with autism from a pragmatics perspective and suggests a classroom-based tool for analyzing behaviors and planning interventions. The pragmatics premise is that all behavior reflects the individual's attempts to interact and communicate. The pragmatics perspective, then, considers the functional role of bizarre behaviors rather than a strictly behavioral dynamic view. A pragmatics-oriented assessment tool is proposed which groups functions of behavior into five main categories: requests, negations, declarations/comments, declarations about feelings, and non-interactive functions. Evaluators form and test hypotheses regarding function-behavior relationships based on examination of the context. Interventions based on analysis fall into two general categories: communication training strategies and behavior management strategies. A case study illustrates the approach with a 7-year-old autistic child. Appendices list definitions of behavioral and functional categories. (CL)
Publication Type: Information Analyses; Guides - Non-Classroom
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC. Div. of Personnel Preparation.; National Inst. of Education (ED), Washington, DC.
Authoring Institution: Madison Public Schools, WI.; Wisconsin Univ., Madison.