Structural analysis of instructional variables and their effects on task-engagement and self-aggression

John J. Wheeler, Stacy L. Carter, Michael R. Mayton, Rebekah A. Thomas

Research output: Contribution to journalArticle

11 Scopus citations

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 languageEnglish
Pages (from-to)391-398
Number of pages8
JournalEducation and Training in Mental Retardation and Developmental Disabilities
Volume37
Issue number4
StatePublished - Dec 2002

Fingerprint Dive into the research topics of 'Structural analysis of instructional variables and their effects on task-engagement and self-aggression'. Together they form a unique fingerprint.

  • Cite this