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

Classroom-Based Functional Analysis and Intervention for Disruptive and Off-Task Behaviors 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Treatment of Children West Virginia University Press

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

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Publisher
West Virginia University Press
Copyright
Copyright © 2010 the Editorial Review Board, Education and Treatment of Children.
ISSN
0748-8491
eISSN
1934-8924

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.

Journal

Education and Treatment of ChildrenWest Virginia University Press

Published: Jan 15, 2010

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