Generating Hypotheses about the Function of Student Problem Behavior by Observing Teacher Behavior.

Taylor, Jill C.; Romanczyk, Raymond G.

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ489473

Record Type: Journal

Publication Date: 1994

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0021-8855

EISSN: N/A

Available Date: N/A

Generating Hypotheses about the Function of Student Problem Behavior by Observing Teacher Behavior.

Taylor, Jill C.; Romanczyk, Raymond G.

Journal of Applied Behavior Analysis, v27 n2 p251-65 Sum 1994

This study observed a classroom of 15 students (ages 3 to 11) with behavior disorders, using amount of teacher attention to generate hypotheses about problem behavior function which were then validated in individual functional assessments. For 14 of the students, accurate hypotheses were efficiently generated by noting how teachers distributed their attention among student groups. (Author/DB)

Descriptors: Attention, Autism, Behavior Disorders, Classroom Observation Techniques, Contingency Management, Emotional Disturbances, Motivation, Stimuli, Student Behavior, Teacher Student Relationship

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Researchers

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A