Identifying the Relation Between the Function of Student Problem Behavior and Teacher Instructional Behavior

Joseph H. Wehby, Brenna B. Tally, Katherine B. Falk

Research output: Contribution to journalArticlepeer-review

6 Scopus citations

Abstract

The purpose of this study was to determine the relationship between the identified function of student problem behavior and different types of teacher behavior. Students with emotional/behavioral disorders and their teacher in one classroom were observed during reading instruction. Results showed consistent patterns of teacher attention across the classrooms that related to the identified function of student behavior. However, differences emerged when subtypes of teacher attention were analyzed. Results are discussed in terms of functional assessments and teacher interaction patterns.

Original languageEnglish
Pages (from-to)41-51
Number of pages11
JournalAssessment for Effective Intervention
Volume30
Issue number1
DOIs
StatePublished - Oct 2004
Externally publishedYes

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