Hypothesis-based interventions for tantrum behaviors of persons with developmental disabilities in school settings.
We conducted a functional assessment of problem behaviors of 2 students with developmental disabilities in their classroom environments. Results of the assessments showed that although there were more tantrums in demand than in no-demand conditions, the function of the behavior was to gain attention (positive reinforcement) rather than to avoid or escape demands (negative reinforcement); demand conditions apparently served a discriminative function for the availability of attention. Therefore, intervention was based on the positive reinforcement hypothesis, resulting in a substantial reduction of tantrums for both subjects.
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Department of Educational Psychology, Counseling and Special Education, Northern Illinois University, DeKalb 60115.
Karsh
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D001288:Attention; D001521:Behavior Therapy / Q000379:methods*; D002648:Child; D002653:Child Behavior Disorders / Q000523:psychology / Q000628:therapy*; D004314:Down Syndrome / Q000523:psychology / Q000628:therapy*; D004495:Education of Persons with Intellectual Disabilities / Q000379:methods*; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D008607:Intellectual Disability / Q000523:psychology / Q000628:therapy*; D010552:Personality Assessment; D012054:Reinforcement, Psychology; D012931:Social Environment