Implications of behavioral momentum and academic achievement for students with behavior disorders: Theory, application, and practice

Abstract

Abstract 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.

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