An analysis of aversive stimuli in classroom demand contexts.

Full Abstract

Although recent research has identified numerous variables that can affect behavior maintained by negative reinforcement, questions remain concerning the potential aspects of the demand context that evoke problem behavior. To date, few studies have examined these questions within general education classrooms. The current study assessed the influence of social and task-difficulty variables on problem behavior maintained by negative reinforcement. Teachers in general education classrooms implemented three analyses to determine the influence of these variables on the problem behavior of 4 boys. Results are discussed in terms of response covariation within the demand context.

Author information

Author/s: Moore, James W (JW); Edwards, Ron P (RP);

Affiliation: University of Southern Mississippi, USA. jmoore(-atsign-)mayinstitute.org

Journal and publication information

Publication Type: Comparative Study; Journal Article

Journal: Journal of applied behavior analysis (J Appl Behav Anal), published in United States. (Language: eng)

Reference: 2003-; vol 36 (issue 3) : pp 339-48

Dates: Created 2003/11/04; Completed 2004/04/06; Revised 2008/11/20;

PMID: 14596574, status: MEDLINE (last retrieval date: 2/18/2009, IMS Date: )

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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