The relationship between instructional variables and problem behavior: a review.: An article from: Exceptional Children

This digital document is an article from Exceptional Children, published by Council for Exceptional Children on March 1, 1994. The length of the article is 5883 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

From the author: In recent years, there has been considerable discussion of positive procedures to reduce problem behaviors of persons with severe disabilities. One variable found in many of the situations in which these behaviors occur is instruction. The purpose of this paper is to review studies that have used instructional variables as nonaversive interventions for problem behaviors. Instructional variables that may decrease problem behavior include (a) student choice of task, (b) task variation, (c) pace of instruction, (d) interspersal of high-probability tasks, (e) partial-ver whole-task training, (f) decreasing task difficulty, and (g) a multielement package. Further researc is needed in nonintrusive, naturally occurring, and positive methods for reducing problem behaviors in instructional settings.

Citation Details
Title: The relationship between instructional variables and problem behavior: a review.
Author: Dennis D. Munk
Publication:Exceptional Children (Refereed)
Date: March 1, 1994
Publisher: Council for Exceptional Children
Volume: v60 Issue: n5 Page: p390(12)

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