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Descriptive Analysis of Teachers' Responses to Problem Behavior Following Training
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Addison, Laura; Lerman, Dorothea C. – Journal of Applied Behavior Analysis, 2009
The procedures described by Sloman et al. (2005) were extended to an analysis of teachers' responses to problem behavior after they had been taught to withhold potential sources of positive and negative reinforcement following instances of problem behavior. Results were consistent with those reported previously, suggesting that escape from child…
Descriptors: Behavior Problems, Negative Reinforcement, Teacher Behavior, Teacher Student Relationship
Effects of Reinforcement History and Instructions on the Persistence of Student Engagement.
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Martens, Brian K.; Bradley, Tracy A.; Eckert, Tanya L. – Journal of Applied Behavior Analysis, 1997
This study examined the effects of three reinforcement histories on the persistence of task engagement by two students (ages 9-10) who were off task during independent seat work. Results found the reinforcement history that contained an instructional control component produced the greatest persistence in student engagement. (Author/CR)
Descriptors: Behavior Modification, Behavior Problems, Classroom Communication, Classroom Techniques
Use of Descriptive and Experimental Analyses to Identify the Functional Properties of Aberrant Behavior in School Settings.
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Sasso, Gary M.; And Others – Journal of Applied Behavior Analysis, 1992
Teachers of 2 children (ages 7 and 13) with autism were trained to conduct a descriptive analysis and a classroom experimental analysis of aberrant behavior. Each procedure identified negative reinforcement as a maintaining variable for aberrant behavior. Intervention based on the assessment was successfully implemented with one child and had…
Descriptors: Autism, Behavior Problems, Behavioral Science Research, Classroom Techniques
Effects of Differential Negative Reinforcement on Disruption and Compliance.
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Marcus, Bethany A.; Vollmer, Timothy R. – Journal of Applied Behavior Analysis, 1995
The effects on compliance of two types of differential negative reinforcement (DNR) were studied with a five-year-old girl with moderate mental retardation and a history of severe disruption. Escape from instructional trials was either contingent on a communicative behavior or compliance. Behaviors improved with both interventions, but compliance…
Descriptors: Behavior Modification, Behavior Problems, Classroom Techniques, Compliance (Psychology)