The effects of multi-component, assessment-based curricular modifications on the classroom behavior of children with emotional and behavioral disorders
The effects of multi-component, assessment-based curricular modifications on the classroom behavior of children with emotional and behavioral disorders
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多组成部分、基于评估的课程修改对情绪和行为障碍儿童课堂行为的影响
DOI：
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发表时间：
1996
期刊：
影响因子：
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通讯作者：
Luanne J. Panacek
中科院分区：
文献类型：
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作者：
G. Dunlap;Ronnie White;Arcadia Vera;Diane Wilson;Luanne J. Panacek
在这项研究中，学术任务分配的修改，努力提高三名学生的情绪和行为障碍的行为和任务的表现。进行功能评估，包括访谈和直接观察，以确定影响每个学生在有问题的作业中的表现的变量。评估涉及每个学生的几个变量。然后，这些变量被用作指导，以修改有问题的任务。这些修改导致每个学生的问题行为水平降低，任务参与率，工作效率和准确性提高。这些影响在正在进行的学术活动中得到了证明，并通过使用逆转设计得到了复制。研究结果进行了讨论，在有关的实际过程中的功能评估和课程和教学安排的相关性发生的破坏性行为。
In this study, academic task assignments were modified in an effort to improve the conduct and task performance of three students with emotional and behavioral disorders. Functional assessments, including interviews and direct observations, were conducted to identify variables that affected the performance of each student during problematic assignments. The assessments implicated several variables for each student. These variables were then used as guides to modify the problematic tasks. The modifications resulted in reduced levels of problem behaviors and increased rates of task engagement, work productivity and accuracy for each of the students. The effects were demonstrated within ongoing academic activities and replicated through the use of reversal designs. The findings are discussed in relation to the practical process of functional assessment and the relevance of curricular and instructional arrangements to the occurrence of disruptive behavior.