Reducing behavior problems through functional communication training.

We address this issue in two experiments

E G Carr

2006

Scholarcy highlights

  • A major portion of child behavior therapy is justifiably concerned with the treatment of behavior problems, given that such problems can seriously disrupt the educational process and in some cases may lead to institutionalization
  • This research was based on a master's thesis conducted by the second author under the direction of the first author
  • Requests for reprints or individual data should be sent to Edward Carr, Department of Psychology, State University of New York, Stony Brook, New York 11794-2500.
  • Sue differed from the other three children in that her behavior problems appeared to be under the control of both the occurrence of difficult task demands and the presence of low levels of adult attention
  • In Experiment 1, we demonstrated an Hall, & Altman, 1971). This inverse relationship assessment method for identifying, within an in- has led some investigators behavior problems may function like nonverbal that were discriminative for child misbehavior
  • The mean interobserver reliability card that the child labeled correctly, twice in a row, was 80% or greater for all response categories with with a new card drawn from the pool of 40 cards. the exception of disruptive behavior for Sue, which
  • Experiment 2, we demonstrated that the com- taught more reliable ways to gain attention or esmunicative phrase that is selected to replace the cape aversives, the behavior behavior problem must be functionally related to problems are no longer as effective and disappear
  • This inverse relationship assessment method for identifying, within an in- has led some investigators behavior problems may function like nonverbal that were discriminative for child misbehavior

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