Identifying instructional tasks that occasion problem behaviors and assessing the effects of student versus teacher choice among these tasks.
Levels of problem behavior were assessed when 4 students with severe disabilities received instruction on preferred versus nonpreferred tasks and when tasks of each type were chosen by the teacher rather than by the student. In Phase 1, interview and direct observation assessments were conducted to...
| Publicado en: | Journal of Applied Behavior Analysis Vol. 30; no. 2; pp. 299 - 313 |
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| Autores principales: | , |
| Formato: | Artículo |
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Society for the Experimental Analysis of Behavior
Summer97
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507591349&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507591349 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00218855 JAB jtl: Journal of Applied Behavior Analysis issn: 00218855 maglogo: N pubinfo: dt: Summer97 vid: 30 iid: 2 pid: 508 pub: Society for the Experimental Analysis of Behavior artinfo: ui: 507591349 10.1901/jaba.1997.30-299 ppf: 299 ppct: 14 formats: fmt: @attributes: type: T tig: atl: Identifying instructional tasks that occasion problem behaviors and assessing the effects of student versus teacher choice among these tasks. aug: au: Vaughn, Bobbie J. Horner, Robert H. su: Child behavior Children with intellectual disabilities Choice (Psychology) Problem children Behavior modification sug: subj: Child behavior Children with intellectual disabilities Choice (Psychology) Problem children Behavior modification ab: Levels of problem behavior were assessed when 4 students with severe disabilities received instruction on preferred versus nonpreferred tasks and when tasks of each type were chosen by the teacher rather than by the student. In Phase 1, interview and direct observation assessments were conducted to identify relative preferences for academic tasks. In Phase 2, the effects of these lower preference and higher preference tasks on the rate of problem behavior were evaluated using a multielement design. The results showed that lower preference tasks were associated with higher rates of problem behaviors and that students, when given a choice, consistently selected the tasks that had been identified through interview and direct observation as higher preference. In Phase 3, we assessed whether allowing the students to choose between pairs of lower preference tasks or between pairs of higher preference tasks reduced problem behavior relative to a condition in which the teacher selected the same tasks. For 2 of 4 students, the rates of problem behavior were lower when students (rather than the teacher) selected the lower preference activity. Higher preference tasks for 3 students were associated with relatively low rates of problem behavior regardless of whether the student or the teacher selected the task. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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