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Concurrent Operant Assessments to Promote Engagement for Students with Escape-Motivated Interfering Behavior

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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
FullText Text:
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PubType: Academic Journal
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  Data: Concurrent Operant Assessments to Promote Engagement for Students with Escape-Motivated Interfering Behavior
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  Data: <searchLink fieldCode="AR" term="%22Blair+P%2E+Lloyd%22">Blair P. Lloyd</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9444-7230">0000-0001-9444-7230</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gabrielle+E%2E+Crowell%22">Gabrielle E. Crowell</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-2223-9457">0009-0008-2223-9457</externalLink>)<br /><searchLink fieldCode="AR" term="%22Amber+M%2E+Reilly%22">Amber M. Reilly</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7614-0446">0000-0001-7614-0446</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marney+S%2E+Pollack%22">Marney S. Pollack</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4058-762X">0000-0003-4058-762X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Johanna+L%2E+Staubitz%22">Johanna L. Staubitz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8808-7336">0000-0002-8808-7336</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Beyond+Behavior%22"><i>Beyond Behavior</i></searchLink>. 2025 34(2):99-110.
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  Data: 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
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  Data: Y
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  Data: 12
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  Data: 2025
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  Data: Journal Articles<br />Reports - Descriptive
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  Data: <searchLink fieldCode="DE" term="%22Preferences%22">Preferences</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Selection%22">Selection</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Modification%22">Behavior Modification</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink>
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  Data: 10.1177/10742956251314942
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  Data: 1074-2956<br />2163-5323
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2025
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  Data: EJ1477580
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        Value: 10.1177/10742956251314942
    Languages:
      – Text: English
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      Pagination:
        PageCount: 12
        StartPage: 99
    Subjects:
      – SubjectFull: Preferences
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Behavior Problems
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Selection
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      – SubjectFull: Personal Autonomy
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Behavior Modification
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
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      – TitleFull: Concurrent Operant Assessments to Promote Engagement for Students with Escape-Motivated Interfering Behavior
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              Type: published
              Y: 2025
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