Combating Work Refusal Using Research-Based Practices. (September 2016)

• Record Type: Journal Article
• Authors: Billingsley, Glenna M.
• Is Part Of: Intervention in school and clinic. Volume 52:Number 1(2016:Sep.)
• Page Start: 12
• Page End: 16
• Publication Date: 2016-09
• Subjects: classroom behavior -- behavior management -- work refusal -- antecedent interventions; Learning disabled children -- Education -- Periodicals; Problem children -- Education -- Periodicals; Behavior disorders in children -- Periodicals; Special education -- Periodicals; 371.9
• DOI: 10.1177/1053451216630289
• Languages: English
• ISSNs: 1053-4512

Abstract

Academic expectations are often antecedents for various types of inappropriate classroom behavior for students with challenging behavior. Effective interventions for managing these behaviors must involve techniques that combat academic refusal. Addressing the underlying issues of resistance or refusal to perform academically in school using research-based, antecedent strategies can successfully prevent many passive or disruptive classroom misbehaviors. This column provides specific examples of applying research-proven practices of differentiated instruction, mediated scaffolding, opportunities to respond, choice making, Premack's principle, and behavioral momentum to improve academic participation.