Citation

Luiselli JK, Murbach L. Educ. Treat. Child. 2002; 25(3): 356-365.

Copyright

(Copyright © 2002, West Virginia University Press)

DOI

unavailable

PMID

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Abstract

Using a case study method ("Level 1" research), we evaluated an antecedent intervention for tantrum behavior of a 5-year old girl who had cognitive, language, and motor challenges. The setting was a kindergarten classroom in a public elementary school. A functional assessment indicated that tantrums were most likely to occur during several "high demand" activities and that novel staff were associated with absence of tantrums. The antecedent intervention, consisting of having novel staff conduct instruction, was implemented during the "high demand" activities each day. Tantrum behavior was eliminated during intervention and remained absent at a 1-month follow-up. Staff who participated in the intervention judged it to be highly effective and acceptable.

Language: en