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Journal of Early Intervention
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Antecedent Classroom Factors and Disruptive Behaviors of Children with Autism Spectrum Disorders

Maureen A. Conroy

Virginia Commonwealth University, maconroy{at}vcu.edu

Jennifer M. Asmus

University of Wisconsin-Madison

Brian A. Boyd

University of North Carolina-Chapel Hill

Crystal N. Ladwig

University of Florida

Jennifer A. Sellers

AdvoServ

This study examined relationships between antecedent classroom factors and the disruptive behaviors of five elementary-aged students with autism spectrum disorders (ASD). A descriptive analysis was conducted to determine the influence of four types of molar antecedent classroom factors (i.e., instructional setting, instructional activity, availability of materials, and adult proximity) occurring within the general education classroom on target children's disruptive behavior. Sequential analyses were conducted to identify possible influences of these factors on the relationship between adult directives and subsequent target child disruptive behavior. Results showed different antecedent classroom factors influenced the occurrence of and the strength and direction of the sequential relationships between teacher directives and child disruptive behavior across participants. Although idiosyncratic findings occurred, for the majority of participants, specific antecedent factors decreased the rate of disruptive behavior including: a group setting, academic adult-directed activities, no materials present, and no adult proximity. Implications for practitioners and future research are discussed.

Journal of Early Intervention, Vol. 30, No. 1, 19-35 (2007)
DOI: 10.1177/105381510703000103
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