NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ551671
Record Type: Journal
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-1045-3830
The Use of Functional Analysis to Develop Peer Interventions for Disruptive Classroom Behavior.
Broussard, Carmen; Northup, John
School Psychology Quarterly, v12 n1 p65-76 Spr 1997
Evaluates the effectiveness of a peer intervention for disruptive behavior which was based on the results of a classroom-based functional analysis. Results indicate that peer attention, rather than teacher attention or escape/timeout, was associated with the most disruptive classroom behavior, suggesting that peer attention can reduce such behavior. (RJM)
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A