Classroom-BasedFunctional Analysis and Intervention for Students with Emotional/Behavioral Disorders

Authors

G. L. Wright-Gallo
Thomas S. Higbee, Utah State UniversityFollow
K. A. Reagon
B. J. Davey

Document Type

Article

Journal/Book Title/Conference

Education and Treatment of Children

Volume

25

Publisher

West Virginia University Press

Publication Date

2006

First Page

421

Last Page

436

Abstract

We conducted functional analyses of disruptive behavior in a classroom setting for two students of typical intelligence with emotional/behavioral disorders (E/BD) using the classroom teacher to implement functional analysis conditions. The functional analyses suggested that both participants' disruptive behavior was maintained by escape from task demands and access to attention. Based on this information, we implemented a DRA procedure in which participants could request either escape or attention while disruption was placed on extinction. DRA decreased the disruptive behavior of both participants and the schedule of reinforcement was successfully thinned to a level that was practical for the classroom teacher to consistently implement.

Comments

Originally published by West Virginia University Press. Publisher's PDF available for download.

Recommended Citation

Wright-Gallo, G.L., Higbee, T.S, Reagon, K.A., & Davey, B.J. (2006). Classroombased functional analysis and intervention for students with emotional/behavioral disorders. Education and Treatment of Children, 25, 421-436.