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Analysis of an escalating sequence of problem behaviors: a case study
R W Albin1, M O'Brien, R H Horner
1Specialized Training Program, University of Oregon, Eugene 97403-1235, USA.
Research in Developmental Disabilities
|March 1, 1995
Summary
This case study shows that eliminating teacher rule statements reduced problem behaviors in a student with severe disabilities. Response effort may influence these escalating behavioral sequences.
Area of Science:
- Behavioral science
- Special education
- Applied behavior analysis
Background:
- Students with severe disabilities often exhibit complex problem behaviors.
- Behavioral escalation patterns can be challenging to address in educational settings.
Observation:
- A case study identified a behavioral escalation pattern in a student with severe disabilities.
- Analysis indicated problem behaviors occurred sequentially within instructional sessions.
Findings:
- Functional assessment suggested teacher rule statements triggered and escalated problem behaviors.
- An ABAB reversal design demonstrated that removing rule statements effectively decreased problem behaviors.
- Response effort for specific behaviors may underlie the observed behavioral sequences.
Implications:
- Findings offer insights into the theoretical understanding of complex problem behaviors.
- Results suggest practical implications for clinical intervention and future research in special education.