A Case Study of the Effects of Altering Instructional Interactions on the Disruptive Behavior of a Child Identified with Severe Behavior Disorders

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...

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Bibliographic Details
Published in:Education & treatment of children 1994-11, Vol.17 (4), p.435-444
Main Authors: Gunter, Philip L., Shores, Richard E., Jack, Susan L., Denny, R. Kenton, DePaepe, Paris A.
Format: Article
Language:English
Subjects:
Academic achievement
Behavior Change
Behavior Disorders
Behavior Problems
Behavioral disorders
Case Studies
Classroom Environment
Classroom management
Conditional probabilities
Direct instruction
Educational strategies
Emotionally Disturbed
Instructional Effectiveness
Intermediate Grades
Mental stimulation
Pedagogy
Severe Disabilities
Special education
Student Behavior
Studies
Teachers
Teaching Methods
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Summary: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.
ISSN:0748-8491
1934-8924