Reducing Challenging Behaviour through the Modification of Instructional Antecedents: A Case Study

John J. Wheeler; Wendy R. Wheeler

Reducing Challenging Behaviour through the Modification of Instructional Antecedents: A Case Study

Tennessee Technological University

Research output: Contribution to journal › Article › peer-review

Abstract

This paper describes how functional assessment procedures can be used by classroom teachers to determine the relationships between instructional variables and challenging behavior in students with disabilities. A case study describes use of these procedures with an adolescent boy with severe developmental disabilities.

Original language	American English
Journal	B.C. Journal of Special Education
Volume	19
State	Published - Dec 1 1995
Externally published	Yes

Keywords

behavior problems
case studies
developmental disabilities
diagnostic teaching
elementary secondary education
individualized instruction
instructional design
student evaluation
teaching methods

Disciplines

Disability and Equity in Education
Special Education and Teaching

Cite this

@article{8fdf50dc65bd4d82b058e769d998bf69,

title = "Reducing Challenging Behaviour through the Modification of Instructional Antecedents: A Case Study",

abstract = " This paper describes how functional assessment procedures can be used by classroom teachers to determine the relationships between instructional variables and challenging behavior in students with disabilities. A case study describes use of these procedures with an adolescent boy with severe developmental disabilities. ",

keywords = "behavior problems, case studies, developmental disabilities, diagnostic teaching, elementary secondary education, individualized instruction, instructional design, student evaluation, teaching methods",

author = "Wheeler, \{John J.\} and Wheeler, \{Wendy R.\}",

note = "This paper describes how functional assessment procedures can be used by classroom teachers to determine the relationships between instructional variables and challenging behavior in students with disabilities. A case study describes use of these procedures with an adolescent boy with severe developmental disabilities. (Author/PB)",

year = "1995",

month = dec,

day = "1",

language = "American English",

volume = "19",

journal = "B.C. Journal of Special Education",

}

TY - JOUR

T1 - Reducing Challenging Behaviour through the Modification of Instructional Antecedents: A Case Study

AU - Wheeler, John J.

AU - Wheeler, Wendy R.

N1 - This paper describes how functional assessment procedures can be used by classroom teachers to determine the relationships between instructional variables and challenging behavior in students with disabilities. A case study describes use of these procedures with an adolescent boy with severe developmental disabilities. (Author/PB)

PY - 1995/12/1

Y1 - 1995/12/1

N2 - This paper describes how functional assessment procedures can be used by classroom teachers to determine the relationships between instructional variables and challenging behavior in students with disabilities. A case study describes use of these procedures with an adolescent boy with severe developmental disabilities.

AB - This paper describes how functional assessment procedures can be used by classroom teachers to determine the relationships between instructional variables and challenging behavior in students with disabilities. A case study describes use of these procedures with an adolescent boy with severe developmental disabilities.

KW - behavior problems

KW - case studies

KW - developmental disabilities

KW - diagnostic teaching

KW - elementary secondary education

KW - individualized instruction

KW - instructional design

KW - student evaluation

KW - teaching methods

UR - https://eric.ed.gov/?id=EJ519924

M3 - Article

VL - 19

JO - B.C. Journal of Special Education

JF - B.C. Journal of Special Education

ER -

Reducing Challenging Behaviour through the Modification of Instructional Antecedents: A Case Study

Abstract

Keywords

Disciplines

Other files and links

Cite this