Past research has demonstrated the effectiveness of teacher-implemented, function-based treatments for problem behavior, but no studies have evaluated the impact of distractions on teachers' procedural integrity. In this proof-of-concept study, the experimenters employed a laboratory analog to examine the impact of distractions on levels of…

Measures that can be used to identify malleable, dynamic indicators of teacher practices that lead to or are associated with student outcomes are needed to inform classroom interventions and consultation practices with teachers. The purpose of this study was to evaluate and validate the Brief Student-Teacher Classroom Interaction Observation in…

The choice-making behavior of 2 typically developing children who engaged in problem behavior maintained by negative reinforcement was evaluated within a concurrent-operants assessment that varied the quality of attention across free-play and demand conditions. The results demonstrated that it was possible to bias responding towards academic…

This article examines the concept of negative reinforcement in relation to the maintenance of off-task and disruptive behaviors in classrooms. Suggestions are given for determining whether negative reinforcement (in the form of escape from the instructional task) or teacher attention is maintaining the behavior. Suggestions for making tasks less…