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Autor/inn/enMoore, Dennis W.; Anderson, Angelika; Kumar, Koshila
TitelInstructional Adaptation in the Management of Escape-Maintained Behavior in a Classroom
QuelleIn: Journal of Positive Behavior Interventions, 7 (2005) 4, S.216-223 (8 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1098-3007
DOI10.1177/10983007050070040301
SchlagwörterIntervention; Curriculum Based Assessment; Functional Behavioral Assessment; Time on Task; Instructional Effectiveness; Teaching Methods; Student Behavior; Behavior Problems; Outcomes of Treatment; Grade 1; Elementary School Students; Males; Behavior Modification; Foreign Countries; Australia
AbstractThe aim of this study was to examine the effects of an instructional adaptation (reduction of task duration) on off-task behavior in a general education classroom. The intervention was chosen following a functional behavioral assessment, which suggested that much of the off-task behavior was escape-maintained, and a curriculum-based assessment, which showed an appropriate curriculum/performance match. An alternating-treatments design was used to assess the impact of the intervention. Results revealed that the reduction of task duration was effective in decreasing the level of escape-maintained off-task behavior during independent work in mathematics. Attention-maintained off-task behavior was not affected. Implications of these findings for both assessment and intervention planning are discussed. (Contains 6 figures.) (As Provided).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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