Citation

Gunter PL, Shores RE, Jack SL, Denny RK, DePaepe PA. Educ. Treat. Child. 1994; 17(4): 435-444.

Copyright

(Copyright © 1994, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

The authors propose that the manner in which academic information is delivered to students with severe behavior disorders (SBD) may present a source of aversive stimuli. Aversive stimuli can result in escape and avoidance behavior that may be exhibited as disruptive behavior in classroom settings. A single case study was conducted to functionally assess this hypothesis using an ABAB design. The results of the study indicated that the student's disruptive behavior decreased concurrent with an instructional sequence designed to provide the student with information needed to complete a task prior to asking the student to do so. The results are discussed in terms of the need for further research concerning negative reinforcement paradigms in classrooms. Additionally, the need to incorporate an emphasis on effective instructional interactions in teacher training programs is presented.

Language: en