Abstract
A brief structural analysis (Wacker, Cooper, Peck, Derby, & Berg, 1999) of instructional variables was conducted to assess levels of task engagement and self-aggression behavior in a seven-year old child with multiple disabilities within a classroom setting. Results indicated increased levels of task-engagement and reduced levels of self-aggression as stepwise changes in treatment components occurred. The present study validated use of structural analyses procedures within classroom settings by educational personnel as a means of identifying relationships between specific instructional antecedents and appropriate behavior and in linking assessment results to the design of child-centered behavior supports.
| Original language | English |
|---|---|
| Pages (from-to) | 391-398 |
| Number of pages | 8 |
| Journal | Education and Training in Mental Retardation and Developmental Disabilities |
| Volume | 37 |
| Issue number | 4 |
| State | Published - Dec 2002 |
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Wheeler, J. J., Carter, S. L., Mayton, M. R., & Thomas, R. A. (2002). Structural analysis of instructional variables and their effects on task-engagement and self-aggression. Education and Training in Mental Retardation and Developmental Disabilities, 37(4), 391-398.