Reducing Disruptive Behaviors in Students with Serious Emotional Disturbance

Abstract

A multicomponent intervention that included a precision request program, mystery motivators, token economy with response cost, and antecedent strategies (i.e., public posting of classroom rules and teacher movement) was employed to reduce disruptive classroom behavior in 3 school-aged students with social and emotional disorders. The study employed a multiple baseline design across individuals. The results suggested that the intervention was successful in reducing levels of disruptive behaviors for all students. Baseline data indicated that, on average, students were disruptive in 37% of observed intervals. This diminished to an average of 10% during the intervention phase. In the follow-up phase, disruptive intervals remained at an average of 10%.

Additional information

Notes on contributors

Erinn H. Musser

Erinn H. Musser is a doctoral candidate in clinical psychology at St. John's University, Jamaica, New York. Her research interests include behavioral disorders, anger management, and treatment for children with ADHD.

Melissa A. Bray

Melissa A. Bray, Ph.D., is an Assistant Professor in the School Psychology Program, University of Connecticut, Storrs, CT. Her research interests are in interventions applied to children's communication, behavioral disorders, and health-related issues.

Thomas J. Kehle

Thomas J. Kehle, Ph.D., is a Professor and Director of the School Psychology Program, University of Connecticut, Storrs, CT. His research interests include the application of self-modeling to children's problematic behaviors.

William R. Jenson

William R. Jenson, Ph.D., is a Professor in the Department of Educational Psychology, University of Utah, Salt Lake City, UT. His research interests include assessment and intervention for children with behavior disorders.