The Effectiveness of Classroom-Based Functional Analyses and Interventions for Off-Task and Disruptive Behaviors in a General Education Reading Classroom

Abstract

Experimental functional analysis has been empirically validated as an assessment tool for problem behaviors with a variety of populations in a range of settings; however, there is a dearth of research demonstrating that school personnel can effectively implement this technology. Such demonstrations are important given the increase in children with problem behavior being served in the public school system under IDEIA. Two studies were conducted utilizing experimental functional analyses of off-task and disruptive behavior in a school setting. In Study 1, the teacher effectively conducted three functional analysis conditions (i.e., escape, attention, and play) with a participant without disabilities. The results of the functional analysis suggested that off-task and disruptive behaviors were maintained by teacher attention. Based on these results, a function-based intervention was developed that included fixed momentary differential reinforcement of other behaviors (FM-DRO), differential reinforcement of alternative behaviors (DRA), and extinction for disruptive and off-task behaviors. Following the implementation of the treatment, off-task and disruptive behaviors decreased to near-zero levels. Study 2 was an extension and replication of the procedures utilized in Study 1. In Study 2, the teacher implemented the functional analysis and function-based intervention with 3 participants without disabilities. Results of the functional analyses indicated attention as the maintaining variable for off-task and disruptive behavior for all participants. Replication of the intervention used in Study 1 (i.e. FM-DRO, DRA, and extinction) significantly decreased rates of disruptive and off-task behaviors for all participants.