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Response covariation. The relationship between correct academic responding and problem behavior.

J S Lalli1, K Kates, S D Casey

  • 1University of Pennsylvania, USA.

Behavior Modification
|September 1, 1999
PubMed
Summary
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Improving academic responding in children with mild intellectual disabilities reduced aggressive behaviors. Targeted spelling instruction led to better academic accuracy and fewer instances of problem behavior.

Area of Science:

  • Behavioral Psychology
  • Special Education
  • Developmental Psychology

Background:

  • Aggression and low academic accuracy are significant challenges for students with mild intellectual disabilities.
  • Understanding the function of aggression is crucial for effective intervention.

Purpose of the Study:

  • To investigate the relationship between academic responding accuracy and aggression in two boys with mild intellectual disabilities.
  • To determine if improving academic skills could reduce aggressive behavior.

Main Methods:

  • Functional analysis to identify the function of aggression (escape-maintained).
  • Pretesting academic skills (matching, naming, spelling) related to spelling words.
  • Intervention focused on teaching letter-by-letter word construction from photographs.

Related Experiment Videos

  • Posttesting academic skills and observing aggression rates.

    • Main Results:

    • Aggression was escape-maintained during academic tasks.
    • Participants showed significant deficits in academic responding before intervention.
    • Following intervention, participants demonstrated marked improvements in academic accuracy.
    • Rates of aggression decreased as academic responding improved.

    Conclusions:

    • Targeted academic instruction can effectively reduce escape-maintained aggression in students with mild intellectual disabilities.
    • Improving academic responding is a viable strategy for decreasing problem behaviors.
    • This study highlights the interconnectedness of academic skills and behavior in this population.