Conceptualizing Behavior Disorders in Terms of Resistance to Intervention

Abstract

Behavior disorders are conceptualized from the perspective of resistance to intervention. A child might be considered to have a behavioral disorder if behavioral excesses, deficits, and/or situationally inappropriate behaviors continue at unacceptable levels subsequent to school-based interventions. Resistance to intervention is a function of a number of factors including the severity, chronicity, generalization, and tolerance of the behavior, as well as the strength, acceptability, integrity, and effectiveness of interventions. These factors are discussed and implications for referral, assessment, intervention, and classification are presented.

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Notes on contributors

Frank M. Gresham

Frank M. Gresham, PhD, is Professor and Director of the Combined Program in Clinical and School Psychology at Hofstra University in Hempstead, NY. His research interests include social skills assessment and training, behavioral consultation, treatment integrity, and classification of behavior disorders.