Reducing Problem Behaviors in a School Setting: A Practitioner Model Project
Date of Award
Doctor of Philosophy
Dr. Richard W. Malott
Dr. Stephanie Peterson
Dr. Carmen Jonaitis
Dr. Steven Ragotzy
behavior analysis, transition, problem behavior
Problem behavior during transitions between activities and locations is a common issue. Problem behavior during transitions may result in negative outcomes such as, loss of instructional time, and potential reinforcement of transition-evoked maladaptive behavior. Additionally, only a small portion of practitioners engage in research activities, thus further widening the research-to-practice gap. Therefore, the goal of this project was to help students who engaged in problem behaviors during transitions using a practitioner-friendly research model that combines Azrin's (1977) and Malott's (2018a, 2018b) models in a school setting. Results of the study indicated that the intervention effectively reduced problem behavior transitions. The implications of these results, as well as a research model for practitioners whose goal is positive clinical outcomes will be discussed.
Restricted to Campus until
Togashi, Kohei, "Reducing Problem Behaviors in a School Setting: A Practitioner Model Project" (2019). Dissertations. 3407.