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Abstract

Low-rate, high-intensity behaviors, such as aggression and violence, are not uncommon in school settings. This study evaluated the utility of descriptive methods (e.g., record reviews, interviews) of functional assessment in documenting behavior function for low-rate, high-intensity behaviors. The participant, a 13-year-old boy with ADHD, exhibited low rates of aggression toward peers in school. A comprehensive record review of archival data sources (i.e., office referrals, previous school records) indicated aggression was more likely to occur during unstructured activities (e.g., recess), primarily following negative peer approaches (e.g., teasing, name-calling, or physical aggression). Descriptive information and observations led to the development and selection of potential intervention strategies. Direct observational data indicated that the peer buddy intervention was effective in reducing the number of inappropriate responses to negative peer approaches, as well as the number of aggressive incidents. Implications for utilizing descriptive data to document predictor variables and maintaining variables for low-rate, high-intensity behaviors are discussed.

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Employing Descriptive Functional Assessment Methods to Assess Low-Rate,High-Intensity Behaviors

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