An Analysis of Aversive Stimuli in Classroom Demand Contexts
Although recent research has identified numerous variables that can affect behavior maintained by negative reinforcement, questions remain concerning the potential aspects of the demand context that evoke problem behavior. To date, few studies have examined these questions within general education classrooms. The current study assessed the influence of social and task-difficulty variables on problem behavior maintained by negative reinforcement. Teachers in general education classrooms implemented three analyses to determine the influence of these variables on the problem behavior of 4 boys. Results are discussed in terms of response covariation within the demand context.
Journal of Applied Behavior Analysis
Moore, J. W.,
Edwards, R. P.
(2003). An Analysis of Aversive Stimuli in Classroom Demand Contexts. Journal of Applied Behavior Analysis, 36(3), 339-348.
Available at: https://aquila.usm.edu/fac_pubs/3193