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Generating hypotheses about the function of student problem behavior by observing teacher behavior
1John Merck Multiple Disabilities Outpatient Clinic, Western Psychiatric Institute and Clinic, Pittsburgh, Pennsylvania 15213.
Journal of Applied Behavior Analysis
|January 1, 1994
Summary
Observing teacher attention can predict student problem behavior functions. This efficient method accurately identified the function of problem behavior for most students, aiding in targeted interventions.
Area of Science:
- Educational Psychology
- Applied Behavior Analysis
Background:
- Student problem behavior often requires functional assessment for effective intervention.
- Teacher attention is a key variable in classroom dynamics and behavior management.
Purpose of the Study:
- To investigate if observing teacher attention distribution can generate hypotheses about student problem behavior functions.
- To assess the accuracy of hypotheses generated through teacher attention observation.
Main Methods:
- Teachers' attention distribution among students with problem behavior was observed in instructional settings.
- Hypotheses regarding the function (attention or escape) of student problem behavior were formulated based on observed attention.
- The accuracy of these hypotheses was validated using brief functional assessments.
Main Results:
- Accurate hypotheses about the function of problem behavior were generated for 14 out of 15 students.
- The study demonstrated the potential efficacy of using teacher attention as an indicator.
Conclusions:
- Observing teacher attention is an efficient method for generating empirically based hypotheses about student problem behavior functions.
- This approach can be applied to multiple students simultaneously, streamlining the assessment process.