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Classroom-BasedFunctional Analysis and Intervention for Students with Emotional/Behavioral Disorders
Education and Treatment of Children
  • G. L. Wright-Gallo
  • Thomas S. Higbee, Utah State University
  • K. A. Reagon
  • B. J. Davey
Document Type
West Virginia University Press
Publication Date

We conducted functional analyses of disruptive behavior in a classroom setting for two students of typical intelligence with emotional/behavioral disorders (E/BD) using the classroom teacher to implement functional analysis conditions. The functional analyses suggested that both participants' disruptive behavior was maintained by escape from task demands and access to attention. Based on this information, we implemented a DRA procedure in which participants could request either escape or attention while disruption was placed on extinction. DRA decreased the disruptive behavior of both participants and the schedule of reinforcement was successfully thinned to a level that was practical for the classroom teacher to consistently implement.


Originally published by West Virginia University Press. Publisher's PDF available for download.

Citation Information
Wright-Gallo, G.L., Higbee, T.S, Reagon, K.A., & Davey, B.J. (2006). Classroombased functional analysis and intervention for students with emotional/behavioral disorders. Education and Treatment of Children, 25, 421-436.