Abstract
This single-case experiment used structural analysis to confirm the instructional conditions in which a third-grade student's problem behaviors occurred. At the time of the study, the student was under consideration for special education referral for an emotional or behavioral disorder. Interviews and preliminary direct observation data suggested that the problem behaviors were triggered by writing assignments. An experimental structural analysis confirmed strong relations between the student's problem behaviors and written expression tasks. Results from the analysis facilitated a classwide academic intervention designed to increase the target student's on-task behaviors during written expression tasks. A single-subject alternating treatments design revealed compelling improvements in the amount of time the student engaged in written expression tasks that were preceded by strategy instruction.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
