The Relationship between Instructional Variables and Problem Behavior: A Review

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Abstract
In recent years, there has been considerable discussion of positive procedures to reduce problem behaviors of persons 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 interventions for problem behaviors. Instructional variables that may decrease problem behavior include (a) student choice of task, (b) task variation, (c) pace of instruction, (d) interspersal of high-probability tasks, (e) partial- versus whole-task training, (f) decreasing task difficulty, and (g) a multielement package. Further research is needed in nonintrusive, naturally occurring, and positive methods for reducing problem behaviors in instructional settings.