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Peer reviewedTaylor, Jill C.; Romanczyk, Raymond G. – Journal of Applied Behavior Analysis, 1994
This study observed a classroom of 15 students (ages 3 to 11) with behavior disorders, using amount of teacher attention to generate hypotheses about problem behavior function which were then validated in individual functional assessments. For 14 of the students, accurate hypotheses were efficiently generated by noting how teachers distributed…
Descriptors: Attention, Autism, Behavior Disorders, Classroom Observation Techniques
