Identifying Academic Demands That Occasion Problem Behaviors for Students With Behavioral Disorders: Illustrations at the Elementary School Level. (January 2015)

• Record Type: Journal Article
• Authors: Hagan-Burke, Shanna; Gilmour, Maria Wynne; Gerow, Stephanie; Crowder, William Clay
• Other Names: Lang Russell guest-editor.; Rispoli Mandy guest-editor.
• Is Part Of: Behavior modification. Volume 39:Number 1(2015:Jan.)
• Page Start: 215
• Page End: 241
• Publication Date: 2015-01
• Subjects: structural analysis -- functional analysis -- behavior disorders -- antecedent analysis -- academic intervention; Behavior modification -- Periodicals; Behavior therapy -- Periodicals; 153.85
• DOI: 10.1177/0145445514566505
• Languages: English
• ISSNs: 0145-4455

Abstract

In two independent experiments, we (a) examined aspects of academic demands associated with the problem behaviors of two elementary students with behavioral disorders and (b) investigated the effects of academic interventions to decrease problem behaviors and increase task engagement. Preliminary functional behavior assessment data suggested each student participant's problem behaviors functioned to escape/avoid academic demands, and experimental structural analyses performed in naturalistic settings confirmed relations between their problem behaviors and specific features of academic tasks. Antecedent-based interventions were developed for each student and separate single-case alternating treatment experiments indicated functional relations between the academic interventions and appropriate task engagement. Findings support the use of structural analyses to inform academic planning and improve the behaviors of students who exhibit escape-maintained problem behaviors associated with academic tasks.