Functional Assessment and Intervention of Escape and Attention Maintained Aggressive Behavior in the Classroom

2010

Mark Shriver
[email protected]
402-559-6087

This poster presents a case of a 12-year-mail with a diagnosis of Asperger?s Disorder who was engaging in aggressive and destructive behavior in the classroom setting. He attended a self-contained classroom for children with behavior disorders. He had at least average intelligence, but academic deficits across reading, math, and writing. Functional analyses conducted in an outpatient clinic setting and in the classroom suggested target behaviors were maintained by escape from academic demands and access to social attention. Data from the brief functional analyses in the clinic and classroom are presented. The link between the functional analyses data and subsequent intervention components is described. Intervention data are presented. Implications of the functional analyses data in demonstrating the need for a comprehensive, intensive intervention in the classroom are presented.

Conference presentations and posters presented

Consumers/Families, Professionals, Students

N/A