Faculty Articles
Toward a Methodology of Experimental Analysis and Treatment of Aberrant Classroom Behaviors
Document Type
Article
Publication Date
1989
Publication Title
Special Services in the Schools
Volume
4
Issue/Number
3-4
First Page
71
Last Page
88
Abstract/Excerpt
A behavior analytic methodology for linking assessment and intervention for aberrant classroom behavior is presented. This methodology assists the behavioral consultant and classroom teacher in looking at the environmental variables that support undesirable behavior in three ways: structurally, functionally, or through some combination of the two approaches. Treatment strategies arising from the analysis may then be implemented. The methodology consists of the following steps: (a) problem identification, (b) data collection to generate hypotheses, (c) formulation of hypotheses regarding structural and functional relations, (d) design of analogue conditions to test the hypotheses, (e) conducting the analysis, and (f) treatment development and evaluation. An example of a structural analysis and treatment of the stereotypic behavior of an 8-year-old girl functioning in the severe-profound range of mental retardation conducted by her teacher in a special education classroom is presented.
DOI
10.1300/J008v04n03_05
NSUWorks Citation
Mace, F. C.,
Yankanich, M.,
West, B. J.
(1989). Toward a Methodology of Experimental Analysis and Treatment of Aberrant Classroom Behaviors. Special Services in the Schools, 4(3-4), 71-88.
Available at: https://nsuworks.nova.edu/cps_facarticles/770