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Lag Sequential Analysis as a Tool for Functional Analysis of Student Disruptive Behavior in Classrooms
PHILIP L. GUNTER
PHILIP L. GUNTER is an assistant scientist at the Kansas University Affiliated Program at Parsons. He received a PhD in special education from Vanderbilt University. Address: Philip L. Gunter, Kansas University Affiliated Program at Parsons, 2601 Gabriel, Parsons, KS 67357.
SUSAN L. JACK
SUSAN L. JACK is a research assistant at the Kansas University Affiliated Program at Parsons. She received an MEd in special education from Vanderbilt University.
RICHARD E. SHORES
RICHARD E. SHORES is a senior scientist at the Kansas University Affiliated Program at Parsons. He received an EdD in special education from the University of Kansas.
DEBRA E. CARRELL
DEBRA E. CARRELL is a special education teacher with the Southeast Kansas Special Education Cooperative. She received an MS in special education from Pittsburg State University.
JULIA FLOWERS
JULIA FLOWERS is a special education teacher with the Tri-County Special Education Cooperative. She received an MS in special education from Fort Hays State University.
Lag sequential analysis of individual interactions was explored as a tool to generate hypotheses regarding the social control of inappropriate classroom behavior of students with severe behavior disorders. Four single subject experiments with two students who displayed high rates of disruptive behavior in special education classrooms were completed using lag sequential analysis to identify antecedent and subsequent social events that were significantly related to their disruptive behavior. Three coded events (student handraise, teacher attention, and the "stop code") were identified as highly related to the students' disruptive behavior. Three of the four experiments were successful in reducing the students' disruptive behavior by prescribing treatment based upon the lag sequential analysis. The results of these experiments indicated that the lag sequential analysis procedure is potentially a useful tool, but additional research is needed. The results are discussed in terms of the usefulness of the analysis procedures in contributing to the functional analysis of students' classroom behavior.
Journal of Emotional and Behavioral Disorders, Vol. 1, No. 3,
138-148 (1993)
DOI: 10.1177/106342669300100301
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