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ERIC Number: EJ806848
Record Type: Journal
Publication Date: 2004
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1098-3007
EISSN: N/A
Available Date: N/A
Improving Classroom Behavior by Modifying Task Difficulty: Effects of Increasing the Difficulty of Too-Easy Tasks
Umbreit, John; Lane, Kathleen L.; Dejud, Carlos
Journal of Positive Behavior Interventions, v6 n1 p13-20 2004
This study examined the effects of increasing task difficulty when inadequately challenging tasks are assigned. Jason, a 10-year-old, typically developing Caucasian boy, attended a fourth-grade general education classroom at a public elementary school. During independent academic assignments in math and reading, Jason often talked with other students, kicked his seat or the one in front of him, or wandered around the classroom. His teacher considered these behaviors to be very disruptive. The study was conducted in two phases. In Phase 1, a functional behavioral assessment identified that Jason's problem behaviors (a) occurred when he had completed his assignment and (b) resulted in his gaining access to preferred activities. In Phase 2, a function-based intervention (providing more challenging academic assignments) resulted in improvements in Jason's behavior. Both Jason and his teacher gave the intervention very positive acceptability ratings. (Contains 2 figures.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com.bibliotheek.ehb.be
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
IES Cited: ED502720
Author Affiliations: N/A