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 |
| 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 |
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