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• W68551078 abstract "The present study utilized both Descriptive Analysis (DA) and Experimental Analysis (EA) to examine the function of aggressive and destructive behavior for a nine year-old male diagnosed with Down Syndrome and moderate mental retardation. Observations during the DA showed aggression/destruction occurred most often during instruction. Three controlled experimental conditions were designed to test more precisely the possible environmental determinate(s) of aggression/destruction. The results of the EiA showed that aggression/ destruction occurred most often when instruction was in-seat and repetitive, requiring extended wait time. A least intrusive intervention consisted of teaching the student to (a) request a brief, in-seat academic activity while waiting for instruction during small group; and (b) re-engage with the original activity. Results showed that independently requesting a change in activity increased, while aggressive/destructive behavior decreased. A one month follow-up showed the intervention was still in place and successful. Data collected post intervention in the inclusive classroom showed a similar result. Within a classroom of students with developcontrolling variables of the aberrant response, mental delays, the presence of aggressive beThe function of the aberrant response may haviors adds a dimension of complexity to the be determined in relation with experimentally classroom context. Aggression is one of the manipulated antecedent and consequent most serious maladaptive behaviors exhibited events. by persons with developmental disabilities In general, intervention strategies that tar (Bird, Dores, Moniz, & Robinson, 1989; Fovel, get aberrant behavior are designed to shift re Lash, Barron, & Roberts, 1989). To develop sponse allocation patterns away from aberrant the most effective and least intrusive intervenbehavior. This shift is toward more adaptive tion, a thorough assessment of environmental replacement responses through deliberate conditions associated with the occurrence of manipulation of established stimuli and the the behavior is necessary (Hile & Desrochers, variables that affect response distribution 1993; Mace, Lalli, & Pinter-Lalli, 1991). (Mace, 1994). These more adaptive responses A critical element in designing an effective can be determined through a functional anal intervention is the acquisition of an adaptive ysjs means for obtaining a desired outcome curThe purpose of a functional analysis is to rently obtained via the aberrant behavior impr0ve the effectiveness and efficiency of the (Horner et al., 1990). One method of identi■ . .. /XJ . . , ' intervention (Horner, 1994). A thorough fying an adaptive response is to identify the r . , , . . ■ ■ ' ° r r ' functional analysis precedes the design inter vention. The hypotheses derived from a func tional analysis should be the basis for choosing This research was supported by the Office of Speanc^ designing effective treatments (Carr, cial Education Programs of the U. S. Department of 1991; Durand, 1987). The result of a func Education, Grant H029D20017. This article does tional analysis should be the identification of not necessarily reflect the position or policy of the a functionally equivalent, more appropriate funding agency. We thank Mary McChesney, interresponse. The analysis of the environment-be vention trainer; Tammy Shepard, data collector; , ■ • . . , , . . , , „ havior interactions and the relationship be and Dr. Edyth Burroughs, classroom teacher. Corre, , . . ... . , , ., , , tween assessment and treatment is the most spondence concerning this article should be ad dressed to Arlene M. Hall, Murray State University, commonly reported functional analyses Dept. of Special Education, PO Box 9, Murray, KY (Neef & Iwata. 1994). 42071. Internet; Halla02@coe.mursuky.edu. Using both descriptive and experimental Aggressive Behaviors / 331 This content downloaded from 207.46.13.98 on Wed, 29 Jun 2016 05:56:14 UTC All use subject to http://about.jstor.org/terms analyses (i.e., functional analysis methodolsigned to decrease aggressive behaviors by re ogy) may provide stronger conclusions in replacing the behavior with a functionally equiv gards to the function of the target response alent, more academically adaptive response, and increase the effectiveness of analysis" @default.
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• W68551078 date "1997-01-01" @default.
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• W68551078 title "Reduction of Aggressive Behaviors with Changes in Activity: Linking Descriptive and Experimental Analyses." @default.
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