Citation

Wright-Gallo GL, Higbee TS, Reagon KA, Davey BJ. Educ. Treat. Child. 2006; 29(3): 421-436.

Copyright

(Copyright © 2006, West Virginia University Press)

DOI

unavailable

PMID

unavailable

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.

Language: en