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Task difficulty and aberrant behavior in severely handicapped students

M Weeks, R Gaylord-Ross

    Journal of Applied Behavior Analysis
    |January 1, 1981
    PubMed
    Summary
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    Challenging tasks increase problem behaviors in students with severe handicaps. Modifying curricula to reduce task difficulty can decrease maladaptive behaviors.

    Area of Science:

    • Behavioral Psychology
    • Special Education

    Background:

    • Investigated the relationship between task difficulty and aberrant behavior in severely handicapped students.
    • Examined the effectiveness of errorless learning procedures across different task types.

    Observation:

    • Higher rates of problem behavior occurred during demand conditions compared to no-demand conditions.
    • Difficult tasks elicited more problem behaviors than easy tasks.
    • Errorless learning reduced aberrant behavior in visual discrimination but not perceptual motor tasks.

    Findings:

    • Aberrant behavior is likely maintained by negative reinforcement, with difficult tasks serving as aversive stimuli.
    • Easier tasks and reduced demands decrease maladaptive behaviors.
    • Task characteristics significantly influence the occurrence of problem behaviors.

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    Implications:

    • Curricular modifications, such as reducing task difficulty, can effectively minimize maladaptive behaviors.
    • Contrasts the benefits of proactive curricular adjustments with traditional reactive consequence manipulation.
    • Highlights the need for individualized approaches to behavior management in special education.