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Reducing disruptive behaviors by training students to request assistance

D Jayne1, P J Schloss, S Alper

  • 1University of Missouri-Columbia.

Behavior Modification
|July 1, 1994
PubMed
Summary

Teaching students with disabilities to request assistance effectively reduced disruptive behaviors. This prosocial skill replacement strategy proved more effective than prompting alone for managing challenging behaviors in educational settings.

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Area of Science:

  • Special Education
  • Applied Behavior Analysis
  • Child Psychology

Background:

  • Disruptive behaviors in students with disabilities often serve communicative functions, such as escaping aversive situations or gaining positive reinforcement.
  • Understanding the communicative intent behind disruptive behaviors is crucial for effective intervention.
  • Prosocial replacement behaviors can be taught to replace maladaptive, disruptive actions.

Purpose of the Study:

  • To compare the effectiveness of two teaching methods for reducing disruptive behaviors in primary-aged students with moderate disabilities.
  • To evaluate if teaching an alternative prosocial response (requesting assistance) is more effective than a prompting hierarchy alone.
  • To investigate the communicative function of disruptive behaviors and its modification through targeted interventions.

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Main Methods:

  • A multiple baseline design across students was employed.
  • Alternating treatments were used to compare intervention effectiveness.
  • Two primary-aged students with moderate disabilities participated in the study, receiving interventions based on a prompting hierarchy and a cue to request assistance.

Main Results:

  • A clear relationship was demonstrated between teaching participants to request assistance and a reduction in disruptive behaviors.
  • The method combining a prompting hierarchy with a cue to request assistance was more effective in reducing disruptive behaviors.
  • Students learned to use the alternative prosocial behavior to communicate their needs.

Conclusions:

  • Teaching students with disabilities to request assistance is an effective strategy for reducing disruptive behaviors.
  • Prosocial replacement behaviors can successfully replace maladaptive communicative functions of disruptive behaviors.
  • Educational interventions should focus on teaching functional communication skills to manage challenging behaviors.