Building Functional Curricula for Students With Severe Intellectual Disabilities and Severe Problem Behaviors

Horner, Robert H.; Sprague, Jeffery R.; Flannery, K. Brigid

doi:10.1007/978-1-4757-9374-1_3

Cited by 21 publications

(18 citation statements)

References 45 publications

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“…Homer, Sprague, and Flannery (1993) argue that a curricular activity should be designed to be performed in a way that produces an outcome that is valued by the individual (i.e., the natural stimuli associated with the activity are presumed to be reinforcers).…”

mentioning

confidence: 99%

Preferred Curricular Activities and Reduced Problem Behaviors in Students With Intellectual Disabilities

Foster‐Johnson

Ferro

Dunlap

1994

J of App Behav Analysis

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This research examined the relation between students' preferences for curricular activities and the occurrence of problem and desirable behaviors in 3 students with moderate intellectual disabilities. Activity preference was determined with a systematic assessment procedure. Subsequently, the influence of activity preference on student behavior was evaluated using a reversal design. Results showed that preferred activities were associated with reduced levels ofproblem behavior and increased levels of desirable behaviors. The findings of this investigation contribute to the applied literature on activity preference and suggest directions for future research in the areas of curriculum design, preference, and curricular modifications as a viable behavior-management strategy.DESCRIPTORS: preferred activities, problem behavior, preferenceThe use of preferred stimuli and the provision of opportunities to make choices are increasingly acknowledged as motivational factors in skill acquisition. These factors have been associated with improved task performance (Mithaug & Mar, 1980;Parsons, Reid, Reynolds, & Bumgarner, 1990), increases in spontaneous speech (Dyer, 1987;Peck, 1985), and gains in response accuracy (Pace, Ivancic, Edwards, Iwata, & Page, 1985).There is limited but growing evidence that these strategies can also be used as management tools for preventing and reducing problem behaviors (CooThis investigation was supported by Student-Initiated Research Grant HB023B10059 from the U.S. Department of Education (Office of Special Education Programs) and Cooperative Agreements G0087C0234 and H133B2004 from the U.S. Department of Education (National Institute on Disability and Rehabilitation Research). Opinions expressed in this manuscript are those of the authors and no official endorsement should be inferred. The authors acknowledge Jim Forristal, Leslie Morris, Steve Eichhorn, and the teachers and staff of Dover Exceptional Student Center in Dover, Florida, for their invaluable assistance, flexibility, and collaboration during this project. We also acknowledge the exceptional data collection efforts of Denise

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confidence: 99%

Preferred Curricular Activities and Reduced Problem Behaviors in Students With Intellectual Disabilities

Foster‐Johnson

Ferro

Dunlap

1994

J of App Behav Analysis

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“…Horner, Albin, and O'Neill (1991) have provided a very useful chapter for school psychologists consulting with classroom teachers regarding the aggressive behavior of these students. This approach emphasizes the use of a functional analysis and the application of positive behavioral supports in a preventive management program.…”

Section: Focused Populations For Secondary Preventionmentioning

confidence: 99%

“…School psychologists should be involved in the design and evaluation of alternatives to suspension policies that link a functional analysis of the offending behavior (Horner, Albin, & O'Neill, 1991) to the appropriate skills training program directed at the deficit behavior (e.g., Short, Short, & Blanton, 1994). Replacing home suspension with after school or Saturday skills training limits lost academic class time, prevents the potential for problematic unsupervised community time, and provides an element of inconvenience for the student.…”

Section: Explore Alternatives To Traditional Out Of School Suspensionmentioning

confidence: 99%

Managing student aggression in high schools: Implications for practice

Larson

1998

Psychol. Schs.

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“…Many times the alternative responses taught are communicative in nature (e.g., appropriate ways to get attention/assistance, request a break or change of activity, etc.) (Carr et al, 1994;Horner et al, 1996). Suppose a student, Mark, runs from the classroom or designated task areas to escape difficult tasks or learning situations.…”

Section: Strategy 6: Teach Replacement Skillsmentioning

confidence: 99%

“…Yet teachers, especially more experienced teachers, do endorse proactive strategies and are comfortable with the premise of positive behavioral support (Alderman & Nix, 1997;Johnson & Pugach, 1990;Witt & Robbins, 1985), a more time-intensive behavior model that requires teachers to determine what the problem is--where, when, how, and most importantly, why it happens (e.g., frustration, escape, desire for attention, boredom, control, etc.) --and then use strategies for teaching new behavioral skills, positive behavior appreciation, and environmental changes (Carr et al, 1994;Horner, Albin, & O'Neill, 1996). This article explains what PBS is and how all teachers can implement certain key PBS components in their classrooms.…”

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confidence: 99%

Positive Behavioral Support: Strategies for Teachers

Ruef

Higgins

Glaeser

et al. 1998

Intervention in School and Clinic

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Positive behavioral support (PBS) is a broad term that describes a comprehensive, research-based, proactive approach to behavioral support aimed at producing comprehensive change for students with challenging behavior. This article describes what PBS is, the value of exploring why a student exhibits challenging behavior, and certain key PBS strategies teachers can implement in their classrooms. Finally, the article offers relevant resources for those interested in implementing PBS.

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Building Functional Curricula for Students With Severe Intellectual Disabilities and Severe Problem Behaviors

Cited by 21 publications

References 45 publications

Preferred Curricular Activities and Reduced Problem Behaviors in Students With Intellectual Disabilities

Preferred Curricular Activities and Reduced Problem Behaviors in Students With Intellectual Disabilities

Managing student aggression in high schools: Implications for practice

Positive Behavioral Support: Strategies for Teachers

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