Functional Assessment of Distracting and Disruptive Behaviors in the School Setting
Functional Assessment of Distracting and Disruptive Behaviors in the School Setting
复制标题
学校环境中分散注意力和破坏性行为的功能评估
DOI：
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
S. Wilczynski
中科院分区：
文献类型：
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作者：
Heather E. Sterling;Sheri L. Robinson;S. Wilczynski
比严重的行为更常见的是，分心和破坏性的行为经常导致纪律处分的决定是谁是展示他们的学生。这些行为之所以麻烦，并不是因为它们威胁到学生或他/她周围的人的身体或心理安全，而是因为它们通常发生频率很高，使教学变得困难。本文描述了一个四阶段的程序，可用于功能评估分散和破坏性行为发生在学校设置。将讨论前三个阶段中每个阶段的各种程序，以及每个程序对学校环境的效用。还将讨论将模型前三个阶段获得的信息与治疗实施和治疗监测联系起来的程序。最后，将提出一个案例来突出所描述的程序。
Abstract More common than severe behaviors, distracting and instructionally disruptive behaviors frequently result in disciplinary decisions being made for the student who is exhibiting them. These behaviors are troublesome not because they threaten the physical or psychological safety of the student or those around him/her, but because they usually occur at a high frequency and make instruction difficult. This article describes a four-phase procedure that can be used to functionally assess distracting and disruptive behaviors occurring in the school setting. A variety of procedures under each of the first three phases will be discussed, as well as the utility of each procedure for the school setting. Procedures for linking information gained in the first three phases of the model to treatment implementation and treatment monitoring will also be discussed. Finally, a case example will be presented to highlight described procedures.
影响因子：
2.9
作者：
CARR, EG;DURAND, VM
通讯作者：
DURAND, VM