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document
Classroom intervention for illness-related problem behavior in children with developmental disabilities . There is growing evidence of an association between physical illness and problem behavior in children with developmental disabilities . Such behavior can compromise school performance . Therefore , the purpose of the present study was to evaluate , using a group design , the effectiveness of medical intervention alone ( N = 11 ) versus behavioral plus medical intervention ( N = 10 ) for illness-related problem behavior in a school setting . Following intervention , the behavioral plus medical intervention group showed lower levels of problem behavior and completed more academic tasks than did the medical intervention alone group . The results are discussed with respect to the concept of illness and pain as a setting event for problem behavior . The need for research to develop algorithms that allow one to select the best combination of medical and behavioral interventions for specific illnesses and contexts is noted .
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Intervention_Educational
Classroom intervention
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Intervention_Pharmacological
medical intervention alone
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Intervention_Educational
behavioral
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Intervention_Other
medical intervention
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Intervention_Other
medical
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Intervention_Educational
behavioral interventions
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Outcome_Mental
problem behavior
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Outcome_Mental
completed more academic tasks
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Outcome_Pain
concept of illness and pain
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Participant_Age
children
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Participant_Condition
developmental disabilities
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Participant_Age
children
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Participant_Condition
developmental disabilities