In vivo functional assessment and multi-element interventions for problem behaviors of students with disabilities in classroom settings

摘要: Persons with developmental disabilities often do not follow instructions or complete tasks in educational settings, thus further disadvantaging themselves as they try to lead more normalized lives. The purpose of this paper was address the problems three persons referred for following and engaging associated behavior (e.g., crying, hitting, throwing materials) when given instructions. A functional assessment conducted natural school setting without any prescribed conditions analogue assessments. Results assessments showed that problem behaviors two subjects occurred much demand requiring active responses than passive responses. results a third subject were toileting demands, less so other conditions, but which there an absence demands. Individualized multi-element interventions based on negative reinforcement hypothesis intended make aversive easier understand. increases task engagement decreases during programmed, well no programmed. discussed terms value directing therapists base hypotheses function presenting problem.