Response covariation - The relationship between correct academic responding and problem behavior

This article examined the relationship between the accuracy of academic res ponding and aggression for two boys with mild mental retardation. Their tea cher reported low rates of correct responding and high rates of aggressive behavior during spelling instruction. A functional analysis showed that agg ression was escape maintained. Following the functional analysis, participa nts were tested on relations between printed, photographic, and dictated st imuli corresponding to their spelling words. On pretests, they were unable to match printed words to their photographs or to their dictated names; the y could neither name the printed words nor spell the photographs or dictate d words. High rates of aggression were observed during the pretests. The pa rticipants then were taught the letter-by-letter construction of the approp riate words when shown photographs. On posttests, the participants correctl y matched printed words to their photographs and dictated names. In additio n, they correctly named printed words and spelled dictated words orally. Da ta showed that rates of problem behavior negatively covaried with improveme nts in the participants' academic responding.