C. Broussard et J. Northup, THE USE OF FUNCTIONAL-ANALYSIS TO DEVELOP PEER INTERVENTIONS FOR DISRUPTIVE CLASSROOM-BEHAVIOR, School psychology quarterly, 12(1), 1997, pp. 65-76
We evaluated the effectiveness of a peer intervention for disruptive b
ehavior that was based on the results of a prior classroom-based funct
ional analysis. For each participant, the results of a functional anal
ysis suggested that peer attention rather than teacher attention or es
cape/time-out was associated with the most disruptive classroom behavi
or. An intervention based on peer attention for appropriate behavior,
and extinction of peer attention for disruptive behaviors, reduced dis
ruptive behaviors to zero for all four participants. This study also d
emonstrates the successful fading of peer reinforcement and replicates
previous classroom-based functional analyses of the differential effe
cts of teacher attention, peer attention, and time-out/escape for verb
al children of average intellectual functioning.