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Functional assessment, curricular revision, and severe behavior problems.

G Dunlap1, L Kern-Dunlap, S Clarke

  • 1Department of Child and Family Studies, Florida Mental Health Institute, University of South Florida, Tampa 33612.

Journal of Applied Behavior Analysis
|January 1, 1991
PubMed
Summary
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This study used functional assessment and curriculum revisions to successfully reduce disruptive behavior in an adolescent with multiple disabilities. Positive changes in behavior and social interaction were maintained long-term.

Area of Science:

  • Behavioral Psychology
  • Special Education
  • Applied Behavior Analysis

Background:

  • Students with multiple disabilities often exhibit severe disruptive behaviors.
  • Functional assessment is crucial for understanding behavior triggers.
  • Individualized curricula are essential for effective educational interventions.

Observation:

  • A case study of an adolescent female with multiple handicaps and severe disruptive behavior.
  • Phase 1 utilized reversal designs to analyze antecedent and curricular influences.
  • Phase 2 employed a multiple baseline across time periods to assess intervention effectiveness.

Findings:

  • Curricular revisions effectively eliminated severely disruptive behavior.
  • On-task responding, appropriate social interactions, and social speech significantly increased.

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  • Behavioral changes were maintained throughout the academic year, confirmed by follow-up data.

    • Implications:

    • Functional assessment and individualized curricula are effective for managing challenging behaviors.
    • Positive programming strategies can lead to sustained improvements for students with disabilities.
    • This approach offers a model for supporting students with significant behavioral needs in educational settings.