Abstract
Functional relationships between the presentation of easy versus difficult math tasks and the occurrence of problem and off-task behaviors of students with emotional or behavioral disorder (EBD) were investigated. Subsequently, the effects of academic instruction on the accuracy of responses to difficult tasks and the occurrence of problem and off-task behaviors were assessed. The results of independent experiments conducted with two third graders indicated (a) the existence of functional relationships between the presentation of difficult tasks and occurrences of problem and off-task behaviors among students with EBD and (b) the effectiveness of academic instruction on reduction of escape-motivated problem and off-task behaviors.
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