An Investigation Into the Validity of Using a CSA to Inform Hypotheses Regarding Student Behavior

Abstract

Identifying the functions of challenging behavior can lead to interventions that can be effective in decreasing challenging behavior in students, thus leading to improved academic and social outcomes. The purpose of this study was to determine the degree to which a contingency space analysis (CSA) could lead to effective intervention for challenging behavior of middle school students in a general education classroom. Participants were four middle school students, previously identified by their classroom teachers to engage in persistent patterns of challenging behavior. A CSA was conducted with each participant and hypotheses as to the functions of each participants’ behavior were developed. Interventions targeting the functions of teacher attention, peer attention, and escape were then implemented and the results were compared to those of the CSA. Results indicated that the CSA accurately predicted the most effective intervention for three of the four participants.