Reduction of Aggressive Behaviors with Changes in Activity: Linking Descriptive and Experimental Analyses

Abstract

The present study utilized both Descriptive Analysis (DA) and Experimental Analysis (EA) to examine the function of aggressive and destructive behavior for a nine year-old male diagnosed with Down Syndrome and moderate mental retardation. Observations during the DA showed aggression/destruction occurred most often during instruction. Three controlled experimental conditions were designed to test more precisely the possible environmental determinate(s) of aggression/destruction. The results of the EA showed that aggression/ destruction occurred most often when instruction was in-seat and repetitive, requiring extended wait time. A least intrusive intervention consisted of teaching the student to (a) request a brief, in-seat academic activity while waiting for instruction during small group; and (b) re-engage with the original activity. Results showed that independently requesting a change in activity increased, while aggressive/destructive behavior decreased. A one month follow-up showed the intervention was still in place and successful. Data collected post intervention in the inclusive classroom showed a similar result.