Moore, J. W., & Edwards, R. P. (2003).
An analysis of aversive stimuli in classroom demand contexts.
Journal of Applied Behavior Analysis,
36, 339-348.
Although recent research has identified numerous variables that
can affect behavior maintained by negative reinforcement,
questions remain concerning the potential aspects of the demand
context that evoke problem behavior. To date, few studies have
examined these questions within general education classrooms. The
current study assessed the influence of social and
task-difficulty variables on problem behavior maintained by
negative reinforcement. Teachers in general education classrooms
implemented three analyses to determine the influence of these
variables on the problem behavior of 4 boys. Results are
discussed in terms of response covariation within the demand
context.
DESCRIPTORS: _classroom functional analysis, negative
reinforcement, teacher attention, task difficulty