Antecedent Classroom Factors and Disruptive Behaviors of Children with Autism Spectrum Disorders
This study examined relationships between antecedent classroom factors and the disruptive behaviors of five elementary-aged students with autism spectrum disorders (ASD). A descriptive analysis was conducted to determine the influence of four types of molar antecedent classroom factors (i.e., instru...
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| Veröffentlicht in: | Journal of early intervention 2007-10, Vol.30 (1), p.19-35 |
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| container_title | Journal of early intervention |
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| creator | Conroy, Maureen A. Asmus, Jennifer M. Boyd, Brian A. Ladwig, Crystal N. Sellers, Jennifer A. |
| description | This study examined relationships between antecedent classroom factors and the disruptive behaviors of five elementary-aged students with autism spectrum disorders (ASD). A descriptive analysis was conducted to determine the influence of four types of molar antecedent classroom factors (i.e., instructional setting, instructional activity, availability of materials, and adult proximity) occurring within the general education classroom on target children's disruptive behavior. Sequential analyses were conducted to identify possible influences of these factors on the relationship between adult directives and subsequent target child disruptive behavior. Results showed different antecedent classroom factors influenced the occurrence of and the strength and direction of the sequential relationships between teacher directives and child disruptive behavior across participants. Although idiosyncratic findings occurred, for the majority of participants, specific antecedent factors decreased the rate of disruptive behavior including: a group setting, academic adult-directed activities, no materials present, and no adult proximity. Implications for practitioners and future research are discussed. |
| doi_str_mv | 10.1177/105381510703000103 |
| format | Article |
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A descriptive analysis was conducted to determine the influence of four types of molar antecedent classroom factors (i.e., instructional setting, instructional activity, availability of materials, and adult proximity) occurring within the general education classroom on target children's disruptive behavior. Sequential analyses were conducted to identify possible influences of these factors on the relationship between adult directives and subsequent target child disruptive behavior. Results showed different antecedent classroom factors influenced the occurrence of and the strength and direction of the sequential relationships between teacher directives and child disruptive behavior across participants. Although idiosyncratic findings occurred, for the majority of participants, specific antecedent factors decreased the rate of disruptive behavior including: a group setting, academic adult-directed activities, no materials present, and no adult proximity. Implications for practitioners and future research are discussed.</description><identifier>ISSN: 1053-8151</identifier><identifier>EISSN: 2154-3992</identifier><identifier>DOI: 10.1177/105381510703000103</identifier><language>eng</language><publisher>Thousand Oaks, CA: Sage Publications</publisher><subject>Applied Behavior Analysis ; Autism ; Behavior Patterns ; Behavior Problems ; Classroom Environment ; Correlation ; Educational Resources ; Elementary School Students ; General Education ; Grouping (Instructional Purposes) ; Inclusive Schools ; Influences ; Learning Activities ; Mainstreaming ; Pervasive Developmental Disorders ; Proximity ; Student Behavior ; Teacher Student Relationship ; Teaching Methods</subject><ispartof>Journal of early intervention, 2007-10, Vol.30 (1), p.19-35</ispartof><rights>Copyright Council for Exceptional Children. 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A descriptive analysis was conducted to determine the influence of four types of molar antecedent classroom factors (i.e., instructional setting, instructional activity, availability of materials, and adult proximity) occurring within the general education classroom on target children's disruptive behavior. Sequential analyses were conducted to identify possible influences of these factors on the relationship between adult directives and subsequent target child disruptive behavior. Results showed different antecedent classroom factors influenced the occurrence of and the strength and direction of the sequential relationships between teacher directives and child disruptive behavior across participants. Although idiosyncratic findings occurred, for the majority of participants, specific antecedent factors decreased the rate of disruptive behavior including: a group setting, academic adult-directed activities, no materials present, and no adult proximity. Implications for practitioners and future research are discussed.</abstract><cop>Thousand Oaks, CA</cop><pub>Sage Publications</pub><doi>10.1177/105381510703000103</doi><tpages>17</tpages></addata></record> |
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| subjects | Applied Behavior Analysis Autism Behavior Patterns Behavior Problems Classroom Environment Correlation Educational Resources Elementary School Students General Education Grouping (Instructional Purposes) Inclusive Schools Influences Learning Activities Mainstreaming Pervasive Developmental Disorders Proximity Student Behavior Teacher Student Relationship Teaching Methods |
| title | Antecedent Classroom Factors and Disruptive Behaviors of Children with Autism Spectrum Disorders |
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