In the second phase, the effects of these higher and lower preference tasks on the rate of problem behavior were evaluated. This phase allowed the students to choose the tasks. In the third phase, they evaluated if letting students choose from two lower preference or two higher preference tasks decreased problem behavior as compared to teacher selection of the same tasks. The interview and observations accurately identified tasks that caused problem behavior. With all four students, every lower preference task was associated with higher rates of problem behavior than with the higher preference task.
Choices tend to increase motivation and reduce problem behaviors.
Identifying instructional tasks that occasion problem behaviors and assessing the effects of student versus teacher choice among these tasks. The Journal of Applied Behavioral Analysis, pp.299-311. The researcher began by assessing the boy's behavior in order to make plans for behavior intervention. Using the data collected and intervention methods that were constructed through the assessment, the teaching staff, which consisted of three teachers and three teacher's aides, implemented the intervention strategies. They used a system called functional analysis.