Reducing Problem Behaviors in a School Setting: A Practitioner Model Project

Date of Award


Degree Name

Doctor of Philosophy



First Advisor

Dr. Richard W. Malott

Second Advisor

Dr. Stephanie Peterson

Third Advisor

Dr. Carmen Jonaitis

Fourth Advisor

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.

Access Setting

Dissertation-Abstract Only

Restricted to Campus until


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