Functional analysis of disruptive behavior in an inclusive classroom

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Abstract

Nate, a 5-year-old boy with mild mental retardation (I.Q. = 60), frequently displayed disruptive behavior at school. Assessment and intervention involved a brief functional (analog) analysis, a curriculum-based assessment, and an intervention implemented by teaching staff in the classroom. The intervention virtually eliminated all disruptive behavior and resulted in appropriate behavior nearly all of the time. Furthermore, the effect occurred almost immediately and lasted for at least several months. Treatment acceptability ratings completed by the teaching staff indicated that the assessment-based intervention had very high acceptability, whereas the interventions they had previously used (brief redirection and ignoring) had very low acceptability.

Original languageEnglish (US)
Pages (from-to)18-29
Number of pages12
JournalJournal of Early Intervention
Volume20
Issue number1
DOIs
StatePublished - Jan 1 1996

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ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Developmental and Educational Psychology
  • Psychiatry and Mental health

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