The relationship between instructional variables and problem behavior: A review

ABSTRACT: In recent years, there has been considerable discussion of positive procedures to reduce problem behaviors ofpersons with severe disabilities. One variable found in many of the situations in which these behaviors occur is instruction. The purpose of this paper is to review studies that have used instructional variables as nonaversive interventionsfor problem behaviors. Instructional variables that may decrease problem behavior include (a) student choice oftask, (b) task variation, (c) pace ofinstruction, (d) interspersal ofhigh-probability tasks, (e) partial- versus whole-task training, (f) decreasing task difficulty, and (g) a multielementpackage. Further research is needed in nonintrusive, naturally occurring, and positive methods for reducing problem behaviors in instructional settings. o Recent research has focused on nonaversive, or positive, means to reduce problem behaviors of people with severe disabilities (e.g., Repp & Singh, 1990). In some cases, these discussions have centered on moral or ethical issues (Biklen, 1987). In others, they have centered on the devel-opment and evaluation of positive procedures for treating these behaviors (e.g., Homer, Dunlap, et al., 1990). Although studies involving nonaversive treat-ments vary considerably (Homer, Dunlap, et al., 1990), most emphasize the role of environmental events that occasion or consequate problem be-havior. More recently, systematic procedures for identifying the reason these behaviors occur hav