Article
An Analysis of Instructional Components and Their Effects on Task Engagement and Self-aggression within a Classroom Setting
Education and Training in Mental Retardation and Developmental Disabilities
(2002)
Abstract
A brief structural analysis of instructional variables assessed levels of task engagement and self-aggression behavior in a seven-year- old child with multiple disabilities. Results indicated increased levels of task-engagement and reduced levels of self-aggression as stepwise changes in treatment components occurred, validating use of structural analysis of instructional variables in the classroom setting.
Keywords
- aggression,
- behavior modification,
- classroom environment,
- educational strategies,
- elementary education,
- factor analysis,
- multiple disabilities,
- structural analysis
Disciplines
Publication Date
December, 2002
Publisher Statement
© Division on Autism and Developmental Disabilities. This document was published with permission from the publisher. It was originally published in the Education and Training in Mental Retardation and Developmental Disabilities.
Citation Information
John J. Wheeler, Stacy L. Carter, Michael R. Mayton and Rebekah A. Thomas. "An Analysis of Instructional Components and Their Effects on Task Engagement and Self-aggression within a Classroom Setting" Education and Training in Mental Retardation and Developmental Disabilities Vol. 37 Iss. 4 (2002) p. 391 - 398 ISSN: 1079-3917 Available at: http://works.bepress.com/john-wheeler/59/