Contextual events related to the occurrence of challenging behavior in educational settings
Abstract Challenging behaviors (CB) displayed by people with intellectual disabilities (ID) have a negative effect on their quality of life. The operant theory principles emphasize the relationship between these behaviors and the environment where they take place. This study aimed to identify the contextual variables that are closely related to the occurrence of CB exhibited by children who attend a special school by using an indirect functional assessment instrument; the Contextual Assessment Inventory. Therefore, 17 students have participated in this study where a total of 25 behaviors have been assessed. The results suggested that the social/cultural and the nature of the task or activity categories were more strongly associated with the occurrence of CB. Finally, results are discussed in terms of implications for practitioners. Future researches might address the importance of prevention and universal educational systems.
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BAMBARA, L. M. y KNOSTER, T. P. (2009). Designing Positive Behavior Support Plans (2.a ed.). Washington: AAIDD.
BARRAT, N., MCGILL, P. Y HUGHES, C. (2012). Antecedent influences on challenging behavior: a preliminary assessment of reliability, generalisability and validity of the Ecological Interview. BILD, International Journal of Positive Behavioural Support, 2, 2, 31-41.
BRADSHAW, C. P., REINKE, W. M., BROWN, L. D., BEVANS, K. B. Y LEAF, P. J. (2008). Implementation of School-wide positive behavioral interventions and supports (PBIS) in elementary schools: observations from randomized trials. Education and Treatment of Children, 31, 1-26. https://doi.org/10.1353/etc.0.0025
CAMPBELL, A. y ANDERSON, C. M. (2011). Check-in/Check-out: a systematic evaluation and component analysis. Journal of Applied Behavior Analysis, 44, 315-326. https://doi.org/10.1901/jaba.2011.44-315
CARR, E. G., DUNLAP, G., HORNER, R. H., KOEGEL, R. L., TURNBULL, A. P., SAILOR, W., … y FOX, L. (2002). Positive behavior support evolution of an applied science. Journal of positive behavior interventions, 4 (1), 4-16. https://doi.org/10.1177/109830070200400102
CARR, E. G., LADD, M. V. Y SCHULTE, C. F. (2008). Validation of the Contextual Assessment Inventory for problem behavior. Journal of Positive Behavior Interventions, 10, 91-104. COOPER, J. O., HERON, T. E. y HEWARD, W. L. (2007). Applied behavior analysis (2.a ed.). Upper Saddle River, NJ: Pearson Education Inc. https://doi.org/10.1177/1098300707312543
CRONE, D. A. y HORNER, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. Guilford Publications.
DIDDEN, R., STURMEY, P., SIGAFOOS, J., LANG, R., O'REILLY, M. F. Y LANCIONI, G. E. (2012). Nature, prevalence, and characteristics of challenging behavior. En J. J. MATSON (Ed.), Functional assessment of challenging behaviors (pp. 23-44). New York: Springer.
EMBREGTS, P. J., DIDDEN, R., SCHREUDER, N. Y HUITINK, C. (2009). Contextual variables affecting aggressive behavior in individuals with mild to borderline intellectual disabilities who live in a residential facility. Journal of Intellectual Disability Research, 53, 255-264. https://doi.org/10.1111/j.1365-2788.2008.01132.x
EMERSON, E. Y EINFELD, S. T. (2011). Challenging behavior (3rd ed.). Cambridge, UK: Cambridge University Press. https://doi.org/10.1017/CBO9780511861178
FILTER, K. J. Y ÁLVAREZ, M. E. (2011). Functional behavior assessment. A three-tired prevention model. New York: Oxford. https://doi.org/10.1093/acprof:oso/9780199764938.001.0001
KELLEY, M. E., LA RUE, R. H., ROANE, H. S. Y GADAIRE, D. M. (2011). Indirect behavioral assessments. Interviews and rating scales. En W. W. FISHER, C. C. PIAZZA Y H. S. ROANE (Eds.), Hanbook of applied behavior analysis (pp. 182-190). New York: The Guilford Press.
KUBICK, R. J. Y MCLOUGHLIN, C. S. (2010). Alternatives to Functional Behavior Assessments as "Educational Autopsies": An Essay Review. Education Review, 2 (13), 1-19.
LASSEN, S. R., STEELE, M. M. Y SAILOR, W. (2006). The relationship of school-wide positive behavior support to academic achievement in an urban middle school. Psychology in the Schools, 43, 701-712. https://doi.org/10.1002/pits.20177
LECAVALIER, L., LEONE, S. Y WILTZ, J. (2006). The impact of behaviour problems on caregiver stress in young people with autism spectrum disorders. Journal of Intellectual Disability Research, 50, 172-183. https://doi.org/10.1111/j.1365-2788.2005.00732.x
LOWE, K., ALLEN, D., JONES, E., BROPHY, S., MOORE, K. Y JAMES, W. (2007). Challenging behaviours: Prevalence and topographies. Journal of Intellectual Disability Research, 51, 625-636. LUISELLI, J. K. (2006). Antecedent variables and intervention. Supporting children and adults with developmental disabilities in community settings. Baltimore: Paul H. Brookes.
MANSELL, J. Y BEADLE-BROWN, J. (2012). Active support: Enabling and empowering people with intellectual disabilities. Great Britain: Jessica Kingsley Publishers.
MATSON, J. L. (2012). Functional assessment of challenging behaviors. New York: Springer. https://doi.org/10.1007/978-1-4614-3037-7
MATSON, J. L., KOZLOWSKI, A. M., WORLEY, J. A., SHOEMAKER, M. E., SIPES, M. Y HOROVITZ, M. (2011). What is the evidence for environmental causes of challenging behaviors in persons with intellectual disabilities an autism spectrum disorders? Research in Developmental Disabilities, 32, 693-698.
MCATEE, M., CARR, E. Y SCHULTE, C. (2004). A Contextual Assessment Inventory for problem behavior. Journal of Positive Behavior Interventions, 6, 148-165. https://doi.org/10.1177/10983007040060030301
MCGILL, P., TEER, K., RYE, L. Y HUGHES, D. (2005). Staff reports of setting events associated with challenging behavior. Behavior Modification, 29, 599-615. https://doi.org/10.1177/0145445503259392
MEDEIROS, K., ROJAHN, J., MOORE, L. L. Y VAN INGEN, D. J. (2014). Functional properties of behaviour problems depending on level of intellectual disability. Journal of Intellectual Disability Research, 58, 151-161. https://doi.org/10.1111/jir.12025
MILLER, L. M., DUFRENE, B. A., STERLING, H. E., OLMI, D. J. Y BACHMAYER, E. (2015). The effects of check-in/check-out on problem behavior and academic engagement in elementary school students. Journal of Positive Behavior Interventions, 17, 28-38. https://doi.org/10.1177/1098300713517141
MORENO, G. (2011). Addressing challenging behavior in the general education setting: conducting a teacher-based Functional Behavioral Assessment (FBA). Education, 3-13, 1-9.
RIFFEL, L. A. (2011). Positive Behavior Support at the Tertiary Level. California: Corwin.
ROJAHN, J., MATSON, J. L., LOTT, D., ESBENSEN, A. J. Y SMALLS, Y. (2001). The Behavior Problems Inventory: An instrument for the assessment of self-injury, stereotyped behavior, and aggression/destruction in individuals with developmental disabilities. Journal of Autism and Developmental Disorders, 31, 577-588. https://doi.org/10.1023/A:1013299028321
ROSS, S. W., ROMER, N. Y HORNER, R. H. (2011). Teacher well-being and the implementation of schoolwide positive behavior interventions and supports. Journal of Positive Behavior Interventions, 14, 118-128.
SIMÓ-PINATELLA, D., ALOMAR-KURZ, E., FONT-ROURA J. Y GINÉ, C. (2012). Evaluación de los problemas de conducta de las personas con discapacidad intelectual: Resultados de la prueba piloto. En VIII Jornadas Científicas Internacionales de Investigación sobre Discapacidad. Salamanca: Amarú Ediciones.
SIMÓ-PINATELLA, D., ALOMAR-KURZ, E., FONT-ROURA, J., GINÉ, C. Y MCGILL, P. (2015). Efectos de las operaciones motivadoras en una conducta autolesiva mediante las presesiones. Escritos de Psicología, 8 (2), 58-65. https://doi.org/10.5231/psy.writ.2015.0107
SMITH, R. G. (2011). Developing Antecedent Interventions for Problem Behavior. En W. W. fiSHer, C. C. PIAZZA, y H. S. ROANE (Eds.), Handbook of Applied Behavior Analysis (pp. 297-316). New York: The Guilford Press.
SNELL, M. (2010). What is positive behaviour support (PBS)? How does PBS promote appropriate behaviour? Conferencia en I Jornades Internacionals sobre discapacitat intellectual. Consorci Sant Gregori, Girona. Espa-a.
STEEGE, M. W. Y WATSON, T. S. (2009). Conducting school-based functional behavioral assessment. A practitioner's guide. 2nd edition. New York: Guilford.
STORMONT, M., LEWIS, T. J., BECKNER, R. Y JOHNSON, N. W. (2008). Implementing positive behavior support systems in Early Childhood and Elementary Settings. California: Corwin Press. STURMEY, P. y DIDDEN, R. (2014). Evidence-based practice and intellectual disabilities. West Sussex: John Wiley & Sons.
SUGAI, G. Y HORNER, R. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child and Family Behavior Therapy, 24, 23-50. https://doi.org/10.1300/J019v24n01_03
TODD, A. W., CAMPBELL, A. L., MEYER, G. G. Y HORNER, R. H. (2008). The effects of a targeted intervention to reduce problem behaviors elementary school implementation of check incheck out. Journal of Positive Behavior Interventions, 10, 46-55. https://doi.org/10.1177/1098300707311369
BARRAT, N., MCGILL, P. Y HUGHES, C. (2012). Antecedent influences on challenging behavior: a preliminary assessment of reliability, generalisability and validity of the Ecological Interview. BILD, International Journal of Positive Behavioural Support, 2, 2, 31-41.
BRADSHAW, C. P., REINKE, W. M., BROWN, L. D., BEVANS, K. B. Y LEAF, P. J. (2008). Implementation of School-wide positive behavioral interventions and supports (PBIS) in elementary schools: observations from randomized trials. Education and Treatment of Children, 31, 1-26. https://doi.org/10.1353/etc.0.0025
CAMPBELL, A. y ANDERSON, C. M. (2011). Check-in/Check-out: a systematic evaluation and component analysis. Journal of Applied Behavior Analysis, 44, 315-326. https://doi.org/10.1901/jaba.2011.44-315
CARR, E. G., DUNLAP, G., HORNER, R. H., KOEGEL, R. L., TURNBULL, A. P., SAILOR, W., … y FOX, L. (2002). Positive behavior support evolution of an applied science. Journal of positive behavior interventions, 4 (1), 4-16. https://doi.org/10.1177/109830070200400102
CARR, E. G., LADD, M. V. Y SCHULTE, C. F. (2008). Validation of the Contextual Assessment Inventory for problem behavior. Journal of Positive Behavior Interventions, 10, 91-104. COOPER, J. O., HERON, T. E. y HEWARD, W. L. (2007). Applied behavior analysis (2.a ed.). Upper Saddle River, NJ: Pearson Education Inc. https://doi.org/10.1177/1098300707312543
CRONE, D. A. y HORNER, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. Guilford Publications.
DIDDEN, R., STURMEY, P., SIGAFOOS, J., LANG, R., O'REILLY, M. F. Y LANCIONI, G. E. (2012). Nature, prevalence, and characteristics of challenging behavior. En J. J. MATSON (Ed.), Functional assessment of challenging behaviors (pp. 23-44). New York: Springer.
EMBREGTS, P. J., DIDDEN, R., SCHREUDER, N. Y HUITINK, C. (2009). Contextual variables affecting aggressive behavior in individuals with mild to borderline intellectual disabilities who live in a residential facility. Journal of Intellectual Disability Research, 53, 255-264. https://doi.org/10.1111/j.1365-2788.2008.01132.x
EMERSON, E. Y EINFELD, S. T. (2011). Challenging behavior (3rd ed.). Cambridge, UK: Cambridge University Press. https://doi.org/10.1017/CBO9780511861178
FILTER, K. J. Y ÁLVAREZ, M. E. (2011). Functional behavior assessment. A three-tired prevention model. New York: Oxford. https://doi.org/10.1093/acprof:oso/9780199764938.001.0001
KELLEY, M. E., LA RUE, R. H., ROANE, H. S. Y GADAIRE, D. M. (2011). Indirect behavioral assessments. Interviews and rating scales. En W. W. FISHER, C. C. PIAZZA Y H. S. ROANE (Eds.), Hanbook of applied behavior analysis (pp. 182-190). New York: The Guilford Press.
KUBICK, R. J. Y MCLOUGHLIN, C. S. (2010). Alternatives to Functional Behavior Assessments as "Educational Autopsies": An Essay Review. Education Review, 2 (13), 1-19.
LASSEN, S. R., STEELE, M. M. Y SAILOR, W. (2006). The relationship of school-wide positive behavior support to academic achievement in an urban middle school. Psychology in the Schools, 43, 701-712. https://doi.org/10.1002/pits.20177
LECAVALIER, L., LEONE, S. Y WILTZ, J. (2006). The impact of behaviour problems on caregiver stress in young people with autism spectrum disorders. Journal of Intellectual Disability Research, 50, 172-183. https://doi.org/10.1111/j.1365-2788.2005.00732.x
LOWE, K., ALLEN, D., JONES, E., BROPHY, S., MOORE, K. Y JAMES, W. (2007). Challenging behaviours: Prevalence and topographies. Journal of Intellectual Disability Research, 51, 625-636. LUISELLI, J. K. (2006). Antecedent variables and intervention. Supporting children and adults with developmental disabilities in community settings. Baltimore: Paul H. Brookes.
MANSELL, J. Y BEADLE-BROWN, J. (2012). Active support: Enabling and empowering people with intellectual disabilities. Great Britain: Jessica Kingsley Publishers.
MATSON, J. L. (2012). Functional assessment of challenging behaviors. New York: Springer. https://doi.org/10.1007/978-1-4614-3037-7
MATSON, J. L., KOZLOWSKI, A. M., WORLEY, J. A., SHOEMAKER, M. E., SIPES, M. Y HOROVITZ, M. (2011). What is the evidence for environmental causes of challenging behaviors in persons with intellectual disabilities an autism spectrum disorders? Research in Developmental Disabilities, 32, 693-698.
MCATEE, M., CARR, E. Y SCHULTE, C. (2004). A Contextual Assessment Inventory for problem behavior. Journal of Positive Behavior Interventions, 6, 148-165. https://doi.org/10.1177/10983007040060030301
MCGILL, P., TEER, K., RYE, L. Y HUGHES, D. (2005). Staff reports of setting events associated with challenging behavior. Behavior Modification, 29, 599-615. https://doi.org/10.1177/0145445503259392
MEDEIROS, K., ROJAHN, J., MOORE, L. L. Y VAN INGEN, D. J. (2014). Functional properties of behaviour problems depending on level of intellectual disability. Journal of Intellectual Disability Research, 58, 151-161. https://doi.org/10.1111/jir.12025
MILLER, L. M., DUFRENE, B. A., STERLING, H. E., OLMI, D. J. Y BACHMAYER, E. (2015). The effects of check-in/check-out on problem behavior and academic engagement in elementary school students. Journal of Positive Behavior Interventions, 17, 28-38. https://doi.org/10.1177/1098300713517141
MORENO, G. (2011). Addressing challenging behavior in the general education setting: conducting a teacher-based Functional Behavioral Assessment (FBA). Education, 3-13, 1-9.
RIFFEL, L. A. (2011). Positive Behavior Support at the Tertiary Level. California: Corwin.
ROJAHN, J., MATSON, J. L., LOTT, D., ESBENSEN, A. J. Y SMALLS, Y. (2001). The Behavior Problems Inventory: An instrument for the assessment of self-injury, stereotyped behavior, and aggression/destruction in individuals with developmental disabilities. Journal of Autism and Developmental Disorders, 31, 577-588. https://doi.org/10.1023/A:1013299028321
ROSS, S. W., ROMER, N. Y HORNER, R. H. (2011). Teacher well-being and the implementation of schoolwide positive behavior interventions and supports. Journal of Positive Behavior Interventions, 14, 118-128.
SIMÓ-PINATELLA, D., ALOMAR-KURZ, E., FONT-ROURA J. Y GINÉ, C. (2012). Evaluación de los problemas de conducta de las personas con discapacidad intelectual: Resultados de la prueba piloto. En VIII Jornadas Científicas Internacionales de Investigación sobre Discapacidad. Salamanca: Amarú Ediciones.
SIMÓ-PINATELLA, D., ALOMAR-KURZ, E., FONT-ROURA, J., GINÉ, C. Y MCGILL, P. (2015). Efectos de las operaciones motivadoras en una conducta autolesiva mediante las presesiones. Escritos de Psicología, 8 (2), 58-65. https://doi.org/10.5231/psy.writ.2015.0107
SMITH, R. G. (2011). Developing Antecedent Interventions for Problem Behavior. En W. W. fiSHer, C. C. PIAZZA, y H. S. ROANE (Eds.), Handbook of Applied Behavior Analysis (pp. 297-316). New York: The Guilford Press.
SNELL, M. (2010). What is positive behaviour support (PBS)? How does PBS promote appropriate behaviour? Conferencia en I Jornades Internacionals sobre discapacitat intellectual. Consorci Sant Gregori, Girona. Espa-a.
STEEGE, M. W. Y WATSON, T. S. (2009). Conducting school-based functional behavioral assessment. A practitioner's guide. 2nd edition. New York: Guilford.
STORMONT, M., LEWIS, T. J., BECKNER, R. Y JOHNSON, N. W. (2008). Implementing positive behavior support systems in Early Childhood and Elementary Settings. California: Corwin Press. STURMEY, P. y DIDDEN, R. (2014). Evidence-based practice and intellectual disabilities. West Sussex: John Wiley & Sons.
SUGAI, G. Y HORNER, R. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child and Family Behavior Therapy, 24, 23-50. https://doi.org/10.1300/J019v24n01_03
TODD, A. W., CAMPBELL, A. L., MEYER, G. G. Y HORNER, R. H. (2008). The effects of a targeted intervention to reduce problem behaviors elementary school implementation of check incheck out. Journal of Positive Behavior Interventions, 10, 46-55. https://doi.org/10.1177/1098300707311369
Cortina Serra, A., Simó Pinatella, D., Mumbardó Adam, C., Güell Gubianas, M., & Jones, E. (2016). Contextual events related to the occurrence of challenging behavior in educational settings. Siglo Cero, 47(4), 45–56. https://doi.org/10.14201/scero20164744556
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