REDUCTION OF AGGRESSIVE BEHAVIORS WITH CHANGES IN ACTIVITY - LINKING DESCRIPTIVE AND EXPERIMENTAL ANALYSES

The present study utilized both Descriptive Analysis (DA) and Experime ntal Analysis (EA) to examine the function of aggressive and destructi ve behavior for a nine year-old male diagnosed with Down Syndrome and moderate mental retardation. Observations during the DA showed aggress ion/destruction occurred most often during instruction. Three controll ed experimental conditions were designed to test more precisely the po ssible environmental determinate(s) of aggression/destruction. The res ults of the EA showed that aggression/destruction occurred most often when instruction was in-seat and repetitive, requiring extended wait t ime. A least intrusive intervention consisted of teaching the student to (a) request a brief; in-seat academic activity while waiting for in struction during small group; and (b) re-engage with the original acti vity. Results showed that independently requesting a change in activit y increased while aggressive/destructive behavior decreased A one mont h follow-up shaved the intervention was still in place and successful. Data collected Post intervention in the inclusive classroom showed a similar result.