Hypothesis-based interventions for tantrum behaviors of persons with developmental disabilities in school settings.
We conducted a functional assessment of problem behaviors of 2 students with developmental disabilities in their classroom environments. Results of the assessments showed that although there were more tantrums in demand than in no-demand conditions, the function of the behavior was to gain attentio...
| Publicado en: | Journal of Applied Behavior Analysis Vol. 27; no. 1; pp. 21 - 32 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Society for the Experimental Analysis of Behavior
Spring94
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | We conducted a functional assessment of problem behaviors of 2 students with developmental disabilities in their classroom environments. Results of the assessments showed that although there were more tantrums in demand than in no-demand conditions, the function of the behavior was to gain attention (positive reinforcement) rather than to avoid or escape demands (negative reinforcement); demand conditions apparently served a discriminative function for the availability of attention. Therefore, intervention was based on the positive reinforcement hypothesis, resulting in a substantial reduction of tantrums for both subjects. Reprinted by permission of the publisher. |
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