Reducing Escape-Maintained Behavior through the Application of Classroom-Wide Practices and Individually Designed Interventions

Autor/inn/en	Trussell, Robert P.; Chen, Hsin Ju; Lewis, Timothy J.; Luna, Naomi E.
Titel	Reducing Escape-Maintained Behavior through the Application of Classroom-Wide Practices and Individually Designed Interventions
Quelle	In: Education and Treatment of Children, 41 (2018) 4, S.507-532 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Behavior Problems; Classroom Techniques; Peer Influence; Teaching Methods; Behavior Modification; Intervention; Student Behavior; Self Contained Classrooms; Special Education; General Education; Program Effectiveness; Functional Behavioral Assessment; Emotional Disturbances; Elementary School Students; Preadolescents + Suchen Sie Ihr Suchwort? Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Behaviour modification; Verhaltensänderung; Student behaviour; Schülerverhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Allgemein bildendes Schulwesen; Allgemeinbildung; Gefühlsstörung; Pre-adolescence; Präadoleszenz
Abstract	The purpose of this study was to explore the extent to which two classroom-wide instructional interventions, peer support and instructional choice, were able to reduce escape-maintained off-task and problem behaviors. This study also measured the extent to which these interventions, when coupled with individually designed function-based interventions, reduced escape-maintained problem behaviors. A multiple baseline across settings design was used to measure the impact of the classroom-wide intervention and the function-based intervention for one student in a self-contained special education classroom and a general education classroom. Results indicated that implementation of these strategies reduced the escape-maintained problem behaviors. Practical applications of the results of this study include the effectiveness of providing both choices and one-to-one support during tasks requiring higher levels of language and social involvement. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01