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Related Experiment Videos

Generating hypotheses about the function of student problem behavior by observing teacher behavior

J C Taylor1, R G Romanczyk

  • 1John Merck Multiple Disabilities Outpatient Clinic, Western Psychiatric Institute and Clinic, Pittsburgh, Pennsylvania 15213.

Journal of Applied Behavior Analysis
|January 1, 1994
PubMed
Summary
This summary is machine-generated.

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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.

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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.