| Title: |
Concurrent Operant Assessments to Promote Engagement for Students with Escape-Motivated Interfering Behavior |
| Language: |
English |
| Authors: |
Blair P. Lloyd (ORCID 0000-0001-9444-7230); Gabrielle E. Crowell (ORCID 0009-0008-2223-9457); Amber M. Reilly (ORCID 0000-0001-7614-0446); Marney S. Pollack (ORCID 0000-0003-4058-762X); Johanna L. Staubitz (ORCID 0000-0002-8808-7336) |
| Source: |
Beyond Behavior. 2025 34(2):99-110. |
| Availability: |
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
12 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Descriptive |
| Descriptors: |
Preferences; Intervention; Behavior Problems; Learner Engagement; Selection; Personal Autonomy; Student Behavior; Behavior Modification; Students with Disabilities |
| DOI: |
10.1177/10742956251314942 |
| ISSN: |
1074-2956; 2163-5323 |
| Abstract: |
Concurrent operant assessments (COAs) offer a flexible model for evaluating instructional preferences for students with persistent, escape-motivated interfering behavior. In this article, we define the critical features of COAs and review what types of questions they can address for classroom educators. We then identify and describe a series of steps for planning and conducting COAs with supporting examples. Finally, we discuss how results can be used to inform instruction and intervention. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1477580 |
| Database: |
ERIC |