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Functional analysis and treatment of problem behavior exhibited by elementary school children.

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dc.contributor.authorMeyer, Kim A.en_US
dc.date.accessioned2011-04-15T19:12:43Zen_US
dc.date.accessioned2011-05-17T15:10:29Z
dc.date.available2011-04-15T19:12:43Zen_US
dc.date.available2011-05-17T15:10:29Z
dc.date.issued1999en_US
dc.description.abstractA functional analysis involving antecedent events was conducted with 4 students who had been identified as having behavior problems. Off-task behavior was measured while task difficulty and level of adult attention were manipulated during analogue sessions. Results revealed two patterns: Three students displayed higher rates of off-task behavior during difficult tasks, and 1 displayed higher rates of off-task behavior during sessions with low attention. Improved behavior was observed when students were taught an al- ternative behavior that matched the assessment results. Originally published Journal of Applied Behavior Analysis, Vol. 32, No. 2, Summer 1999en_US
dc.identifier.citationJournal of Applied Behavior Analysis; 32:2 p. 229-232en_US
dc.identifier.doi10.1901/jaba.1999.32-229
dc.identifier.pmidPMC1284183en_US
dc.identifier.urihttp://hdl.handle.net/10342/3357en_US
dc.language.isoen_USen_US
dc.publisherEast Carolina Universityen_US
dc.relation.urihttp://seab.envmed.rochester.edu/jaba/en_US
dc.rightsAuthor notified of opt-out rights by Cammie Jennings prior to upload of this article.en_US
dc.subjectFunctional analysisen_US
dc.subjectAcademic behavioren_US
dc.subjectChildrenen_US
dc.titleFunctional analysis and treatment of problem behavior exhibited by elementary school children.en_US
dc.typeArticleen_US
ecu.journal.issue2
ecu.journal.nameJournal of Applied Behavior Analysis
ecu.journal.pages229-232
ecu.journal.volume32

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