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Bolt, Teresa D.; Hansen, Blake D.; Caldarella, Paul; Young, K. Richard; Williams, Leslie; Wills, Howard P. – International Electronic Journal of Elementary Education, 2019
This study investigated the effects of varying opportunities to respond when using a behavior management program with three elementary school students with developmental disabilities in a small group special education setting. These students exhibited both academic and behavioral difficulties. With the implementation of Class-Wide Function-Related…
Descriptors: Student Behavior, Developmental Disabilities, Elementary School Students, Special Education
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Schmidt, Jonathan D.; Luiselli, James K.; Rue, Hanna; Whalley, Katherine – Behavior Modification, 2013
Some students who have developmental disabilities avoid settings and activities that can improve their learning and quality of life. This two-phase study concerned an adolescent boy with autism who avoided the gross-motor exercise room, gymnasium, and music room at his school; he demonstrated distress, agitation, and problem behaviors when…
Descriptors: Quality of Life, Autism, Developmental Disabilities, Positive Reinforcement
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Edrisinha, Chaturi; O'Reilly, Mark; Sigafoos, Jeff; Lancioni, Giulio; Choi, Ha Young – Research in Developmental Disabilities: A Multidisciplinary Journal, 2011
We examined the effects of an establishing operation (EO) and abolishing operation (AO) on stimulus control of challenging behavior. Two participants with developmental disabilities and challenging behavior participated. In Phase I, a functional analysis was conducted to identify the consequences maintaining challenging behavior. In Phase II, a…
Descriptors: Behavior Problems, Developmental Disabilities, Positive Reinforcement, Influences
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Rojahn, Johannes; Zaja, Rebecca H.; Turygin, Nicole; Moore, Linda; van Ingen, Daniel J. – Research in Developmental Disabilities: A Multidisciplinary Journal, 2012
Research has shown that different maladaptive behavior categories may be maintained by different contingencies. We examined whether behavior categories or behavior topographies determine functional properties. The "Questions about Behavioral Function" with its five subscales ("Attention", "Escape", "Nonsocial", "Physical", and "Tangible") was…
Descriptors: Behavior Problems, Adjustment (to Environment), Mental Retardation, Developmental Disabilities
Mace, F. Charles; Pratt, Jamie L.; Prager, Kevin L.; Pritchard, Duncan – Journal of Applied Behavior Analysis, 2011
We evaluated the effects of three different methods of denying access to requested high-preference activities on escalating problem behavior. Functional analysis and response class hierarchy (RCH) assessment results indicated that 4 topographies of problem behaviors displayed by a 13-year-old boy with high-functioning autism constituted an RCH…
Descriptors: Behavior Problems, Autism, Access to Computers, Methods
Hammond, Jennifer L.; Iwata, Brian A.; Fritz, Jennifer N.; Dempsey, Carrie M. – Journal of Applied Behavior Analysis, 2011
Fixed momentary schedules of differential reinforcement of other behavior (FM DRO) generally have been ineffective as treatment for problem behavior. Because most early research on FM DRO included presentation of a signal at the end of the DRO interval, it is unclear whether the limited effects of FM DRO were due to (a) the momentary response…
Descriptors: Behavior Problems, Intervals, Developmental Disabilities, Positive Reinforcement
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Mendres, Amber E.; Borrero, John C. – Journal of Applied Behavior Analysis, 2010
When responses function to produce the same reinforcer, a response class exists. Researchers have examined response classes in applied settings; however, the challenges associated with conducting applied research on response class development have recently necessitated the development of an analogue response class model. To date, little research…
Descriptors: Positive Reinforcement, Negative Reinforcement, Research, College Students
Hammond, Jennifer L. – ProQuest LLC, 2009
Previous research has shown that problem behavior maintained by social-negative reinforcement can be treated without escape extinction by enhancing the quality of positive reinforcement for an appropriate alternative response such as compliance. By contrast, negative reinforcement (escape) for compliance generally has been ineffective in the…
Descriptors: Positive Reinforcement, Negative Reinforcement, Developmental Disabilities, Behavior Problems
Ingvarsson, Einar T.; Kahng, SungWoo; Hausman, Nicole L. – Journal of Applied Behavior Analysis, 2008
Functional analysis suggested that the problem behavior of an 8-year-old girl with autism was maintained by escape from demands and access to edible items. Noncontingent delivery of an edible item was sufficient to increase compliance and reduce the rate of problem behavior without the use of escape extinction in a demand context. Leaner and…
Descriptors: Behavior Modification, Positive Reinforcement, Behavior Problems, Functional Behavioral Assessment
Zuluaga, Carlos A.; Normand, Matthew P. – Journal of Applied Behavior Analysis, 2008
We assessed the effects of reinforcement and no reinforcement for compliance to high-probability (high-p) instructions on compliance to low-probability (low-p) instructions using a reversal design. For both participants, compliance with the low-p instruction increased only when compliance with high-p instructions was followed by reinforcement.…
Descriptors: Behavior Modification, Positive Reinforcement, Probability, Compliance (Psychology)
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Carter, Stacy L. – Education and Training in Developmental Disabilities, 2007
With recent increases in the use of positive approaches to treatment for individuals with developmental disabilities, it seems appropriate to review the variables that have been found to influence the acceptability of various treatments. Programmatic treatments for problematic behaviors that incorporate primarily positive (reinforcement)…
Descriptors: Positive Reinforcement, Developmental Disabilities, Behavior Problems, Intervention
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Gouboth, Djimir; Wilder, David A.; Booher, John – Journal of Applied Behavior Analysis, 2007
The effects of signaling the return of items or attention during treatment with noncontingent reinforcement were examined. First, functional analyses showed that the problem behavior exhibited by 2 teenagers with developmental disabilities was sensitive to social positive reinforcement. Next, delivery of the stimulus that maintained problem…
Descriptors: Behavior Problems, Developmental Disabilities, Stimuli, Positive Reinforcement
Harchik, Alan; Ladew, Patricia – Exceptional Parent, 2008
Even the most uneventful days at home can be challenging for families who have a child with an autism spectrum disorder or another developmental disability. This article provides strategies to help children with special needs enjoy successful community outings. Teaching a child the necessary skills to navigate new and challenging situations…
Descriptors: Autism, Developmental Disabilities, Special Needs Students, Pervasive Developmental Disorders
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Smith, Katherine G.; Smith, Isabel M.; Blake, Kim – Education and Treatment of Children, 2010
This paper introduces educators to CHARGE syndrome (CS), a multiple anomaly developmental syndrome that is usually accompanied by some degree of hearing and visual impairment. We describe the defining medical characteristics of the syndrome, and following this, outline the behavioral features commonly seen in individuals with CS. Throughout, we…
Descriptors: Mainstreaming, Visual Impairments, Student Characteristics, Developmental Disabilities
Kodak, Tiffany; Lerman, Dorothea C.; Volkert, Valerie M.; Trosclair, Nicole – Journal of Applied Behavior Analysis, 2007
Factors that influence choice between qualitatively different reinforcers (e.g., a food item or a break from work) are important to consider when arranging treatments for problem behavior. Previous findings indicate that children who engage in problem behavior maintained by escape from demands may choose a food item over the functional reinforcer…
Descriptors: Positive Reinforcement, Compliance (Psychology), Competition, Negative Reinforcement
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