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Diaz de Villegas, Sara C.; Dozier, Claudia L.; Jess, Rachel L.; Foley, Elizabeth A. – Journal of Applied Behavior Analysis, 2020
A synchronous-reinforcement schedule is a type of schedule of covariation in which the onset and offset of the reinforcer covaries with the onset and offset of behavior. This study was a proof-of-concept demonstration of the efficacy of synchronous reinforcement for on-task behavior (completing a preacademic skill) and an evaluation of…
Descriptors: Synchronous Communication, Reinforcement, Behavior Problems, Behavior Modification
Wiskow, Katie M.; Matter, Ashley L.; Donaldson, Jeanne M. – Journal of Applied Behavior Analysis, 2019
The Good Behavior Game (GBG) is a popular group contingency implemented to decrease disruptive behavior in classrooms. However, despite numerous replications of the GBG, there are few direct comparisons evaluating the effectiveness of specific components of the GBG. In the present study, we directly compared the type of feedback delivered during…
Descriptors: Educational Games, Student Behavior, Preschool Children, Classroom Techniques
Foley, Elizabeth A.; Dozier, Claudia L.; Lessor, Amber L. – Journal of Applied Behavior Analysis, 2019
The Good Behavior Game (GBG) is an effective intervention package for decreasing disruptive behavior in various populations and environments. There is, however, limited research evaluating the GBG with preschoolers. Furthermore, few studies have evaluated the effects of components of the GBG, and of those that have, most have done so only after…
Descriptors: Educational Games, Student Behavior, Preschool Children, Classroom Techniques
Garner, Joshua; Neef, Nancy A.; Gardner, Ralph – Journal of Applied Behavior Analysis, 2018
This study determined if previously reinforced academic responding recurred when alternative responses were differentially reinforced and subsequently placed on extinction, and whether the magnitude of resurgence was related to the rate of differential reinforcement for the alternative behavior. Three kindergarten students read Greek letters aloud…
Descriptors: Responses, Reinforcement, Learning Processes, Behavior Modification
Wunderlich, Kara L.; Vollmer, Timothy R. – Journal of Applied Behavior Analysis, 2017
The current study compared the use of serial and concurrent methods to train multiple exemplars when teaching receptive language skills, providing a systematic replication of Wunderlich, Vollmer, Donaldson, and Phillips (2014). Five preschoolers diagnosed with developmental delays or autism spectrum disorders were taught to receptively identify…
Descriptors: Receptive Language, Autism, Pervasive Developmental Disorders, Preschool Children
Heinicke, Megan R.; Carr, James E.; LeBlanc, Linda A. – Journal of Applied Behavior Analysis, 2012
Research on functional response classes has applied significance because less severe forms of problem behavior have been found to co-occur with more severe forms. In addition, the most severe forms of problem behavior are sometimes targeted for intervention without monitoring other less severe forms. In such cases, it is unknown whether and how…
Descriptors: Reinforcement, Behavior Problems, Behavior Modification, Intervention
Newquist, Matthew H.; Dozier, Claudia L.; Neidert, Pamela L. – Journal of Applied Behavior Analysis, 2012
Some children make impulsive choices (i.e., choose a small but immediate reinforcer over a large but delayed reinforcer). Previous research has shown that delay fading, providing an alternative activity during the delay, teaching participants to repeat a rule during the delay, combining delay fading with an alternative activity, and combining…
Descriptors: Self Control, Behavior Modification, Reinforcement, Intervention
Beaulieu, Lauren; Hanley, Gregory P. – Journal of Applied Behavior Analysis, 2014
We used a multiple baseline design across skills to evaluate the effects of a program to teach a classroom of children to respond to their name and a group call (i.e., precursors) as well as to peer mediate these precursors to promote compliance with a variety of multistep instructions. Teachers taught these skills via classwide behavior skills…
Descriptors: Compliance (Psychology), Preschool Teachers, Preschool Children, Skill Development
Greer, Brian D.; Neidert, Pamela L.; Dozier, Claudia L.; Payne, Steven W.; Zonneveld, Kimberley L. M.; Harper, Amy M. – Journal of Applied Behavior Analysis, 2013
We conducted functional analyses (FA) with 4 typically developing preschool children during ongoing classroom activities and evaluated treatments that were based on FA results. Results of each child's FA suggested social-positive reinforcement functions, and differential reinforcement of alternative behavior plus time-out was effective in…
Descriptors: Functional Behavioral Assessment, Preschool Children, Positive Reinforcement, Behavior Modification
Wilder, David A.; Myers, Kristin; Fischetti, Anthony; Leon, Yanerys; Nicholson, Katie; Allison, Janelle – Journal of Applied Behavior Analysis, 2012
After a 3-step guided compliance procedure (vocal prompt, vocal plus model prompt, vocal prompt plus physical guidance) did not increase compliance, we evaluated 2 modifications with 4 preschool children who exhibited noncompliance. The first modification consisted of omission of the model prompt, and the second modification consisted of omitting…
Descriptors: Behavior Modification, Reinforcement, Preschool Children, Compliance (Psychology)
Betz, Alison M.; Higbee, Thomas S.; Kelley, Kristen N.; Sellers, Tyra P.; Pollard, Joy S. – Journal of Applied Behavior Analysis, 2011
Children with autism often demonstrate less variable behavior than their typically developing peers and those with other cognitive disabilities. A possible reason for lack of response variability emitted by children with autism is that they do not have a variety of response forms in their repertoire. Multiple-exemplar training through the use of…
Descriptors: Preschool Children, Autism, Verbal Operant Conditioning, Child Behavior
Groskreutz, Mark P.; Groskreutz, Nicole C.; Higbee, Thomas S. – Journal of Applied Behavior Analysis, 2011
Clinicians are particularly challenged by the development of interventions for behavior maintained by automatic reinforcement because reinforcers that maintain the responses often cannot be directly observed or manipulated. Researchers have conducted either preference assessments or competing items assessments when developing effective treatments…
Descriptors: Behavior Modification, Reinforcement, Preferences, Competition
Lambert, Joseph M.; Bloom, Sarah E.; Irvin, Jennifer – Journal of Applied Behavior Analysis, 2012
Problem behavior is common in early childhood special education classrooms. Functional communication training (FCT; Carr & Durand, 1985) may reduce problem behavior but requires identification of its function. The trial-based functional analysis (FA) is a method that can be used to identify problem behavior function in schools. We conducted…
Descriptors: Functional Behavioral Assessment, Behavior Problems, Preschool Children, Developmental Delays
Luczynski, Kevin C.; Hanley, Gregory P. – Journal of Applied Behavior Analysis, 2010
Studies that have assessed whether children prefer contingent reinforcement (CR) or noncontingent reinforcement (NCR) have shown that they prefer CR. Preference for CR has, however, been evaluated only under continuous reinforcement (CRF) schedules. The prevalence of intermittent reinforcement (INT) warrants an evaluation of whether preference for…
Descriptors: Reinforcement, Behavior Modification, Contingency Management, Responses
Sran, Sandeep K.; Borrero, John C. – Journal of Applied Behavior Analysis, 2010
Responding of 4 children was assessed under conditions in which (a) no programmed contingencies were arranged for target behavior, (b) responding produced tokens that could be exchanged for a single highly preferred edible item, and (c) responding produced a token that could be exchanged for a variety of preferred edible items. After assessing the…
Descriptors: Token Economy, Selection, Behavior Modification, Color