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ERIC Number: EJ871904
Record Type: Journal
Publication Date: 2010
Pages: 26
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-0748-8491
Classroom-Based Functional Analysis and Intervention for Disruptive and Off-Task Behaviors
Shumate, Emily D.; Wills, Howard P.
Education and Treatment of Children, v33 n1 p23-48 2010
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.)
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A