ABSTRACT
Problem behaviors constitute perhaps the greatest impediment to the delivery of effective educational services. This is the case for students of all ages. When a student engages in persistent problem behaviors, it is extremely difficult to provide meaningful instruction regardless of the student’s age, developmental status, or classroom placement. Problem behaviors are defined as any repeated pattern of responding that interferes with the learning or social interaction of the student or the student’s classmates. Typical topographies include tantrums (e.g., crying, falling on the floor, screaming), physical and verbal aggression, stereotypic behavior (e.g., repetitive body rocking, finger flipping), self-injury (e.g., head banging), and property destruction, as well as excessive withdrawal and refusal to cooperate with instruction and group activities. Not all students with intellectual disability engage in problem behaviors. However, for those who do, their presence can be a very serious concern.
