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Implications of behavioral momentum and academic achievement for students with behavior disorders: Theory, application, and practice
Author(s) -
Belfiore Phillip J.,
Lee David L.,
Scheeler Mary Catherine,
Klein Danielle
Publication year - 2002
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.10028
Subject(s) - psychology , applied behavior analysis , compliance (psychology) , academic achievement , intervention (counseling) , momentum (technical analysis) , action research , behavior change , context (archaeology) , field (mathematics) , affect (linguistics) , mathematics education , developmental psychology , social psychology , paleontology , mathematics , communication , finance , autism , psychiatry , pure mathematics , economics , biology
In this article, we explore the disconnect between applied behavioral research and classroom‐managed applied behavioral research. Much has been written about the gap between experimental (basic) and applied research, but for the practitioner in the field the true gap lies between tightly controlled, externally supported applied research and teacher‐managed, in‐house supported applied research. To this end, the purpose of this paper is twofold. First, a model continuum is presented to guide researchers through the stages of theory development, basic research, applied research, and applied action research. Second, the theory and application of behavioral momentum is used to illustrate how this continuum can function within an applied behavioral framework. The results of this study suggest that an intervention developed from the theory of behavioral momentum can be implemented within the context of a classroom and affect positive change in academic compliance among children identified for learning/behavioral support. © 2002 Wiley Periodicals, Inc.