NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 9 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Mellott, Joshua A.; Ardoin, Scott P. – Journal of Applied Behavior Analysis, 2023
Duration schedules of reinforcement for continuous behavior abide by several preexisting operant behavioral economic equations for reinforcer cost, otherwise known as price, and consumption. Duration schedules require behaviors to occur for a set duration of time prior to accessing reinforcement, unlike interval schedules that produce…
Descriptors: Elementary School Students, Preferences, Student Attitudes, Scheduling
Peer reviewed Peer reviewed
Direct linkDirect link
Jensen Chotto; Elizabeth Linton; Jeanne M. Donaldson – Journal of Applied Behavior Analysis, 2024
The Good Behavior Game (GBG) is an effective procedure for reducing disruptive classroom behavior. Students in three fifth-grade classes selected the rules of the GBG and then experienced the GBG with different forms of feedback for rule violations (vocal and visual, vocal only, visual only, no feedback). Following an initial baseline, the four…
Descriptors: Feedback (Response), Student Behavior, Games, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Peltier, William; Newell, Kristen L.; Linton, Elizabeth; Holmes, Sarah C.; Donaldson, Jeanne M. – Journal of Applied Behavior Analysis, 2023
Disruptive behavior during instruction is a common problem in elementary classrooms. One intervention to reduce disruptive behavior is the Good Behavior Game (GBG). In this study, the students of 2 early elementary classrooms experienced 3 versions of the GBG: experimenter-implemented, teacher-implemented, and student-implemented. The effects of…
Descriptors: Student Behavior, Behavior Problems, Elementary School Students, Behavior Modification
Peer reviewed Peer reviewed
Direct linkDirect link
Lozy, Erica D.; Holmes, Sarah C.; Donaldson, Jeanne M. – Journal of Applied Behavior Analysis, 2020
Students who fail to acquire foundational literacy skills during preschool are more likely to read below grade level average in elementary school and are at a heightened risk for future school failure, poverty, early mortality, and crime. The purpose of this study was to compare the effects and maintenance of and preference for paired kinesthetic…
Descriptors: Preschool Children, Movement Education, Literacy Education, Preschool Education
Peer reviewed Peer reviewed
Direct linkDirect link
Deshais, Meghan A.; Fisher, Alyssa B.; Kahng, SungWoo – Journal of Applied Behavior Analysis, 2019
We used a reversal design with an embedded multielement design to compare the effects of an independent group contingency and a randomized dependent group contingency on compliance with assigned literacy worksheets in a first-grade general education classroom. Nine participants were selected based on low levels of compliance in baseline or by…
Descriptors: Comparative Analysis, Compliance (Psychology), Reinforcement, Grade 1
Peer reviewed Peer reviewed
Direct linkDirect link
Silva, Erika; Wiskow, Katie M. – Journal of Applied Behavior Analysis, 2020
The Good Behavior Game (GBG) is an effective intervention to reduce disruptive behavior. The GBG typically involves immediate stimulus presentation (e.g., delivery of a token) following disruptions; however, experimenters have also removed tokens contingent upon disruptions. In the present study, we compared the effects of the GBG-stimulus…
Descriptors: Intervention, Behavior Problems, Behavior Modification, Stimuli
Peer reviewed Peer reviewed
Direct linkDirect link
Bukala, Magdalena; Hu, Meng Yao; Lee, Ronald; Ward-Horner, John C.; Fienup, Daniel M. – Journal of Applied Behavior Analysis, 2015
This study investigated performance under and preference for continuous and discontinuous work-reinforcer schedules in 3 students who had been diagnosed with autism. Under continuous schedules, participants completed all work and consumed all reinforcers in contiguous units. Under discontinuous schedules, work and reinforcer access were broken up…
Descriptors: Reinforcement, Scheduling, Autism, Performance
Peer reviewed Peer reviewed
Direct linkDirect link
Ward-Horner, John C.; Pittenger, Alexis; Pace, Gary; Fienup, Daniel M. – Journal of Applied Behavior Analysis, 2014
When the overall magnitude of reinforcement is matched between 2 alternative work schedules, some students prefer to complete all of their work for continuous access to a reinforcer (continuous work) rather than distributed access to a reinforcer while they work (discontinuous work). We evaluated a student's preference for continuous work by…
Descriptors: Reinforcement, Scheduling, Student Attitudes, Preferences
Fienup, Daniel M.; Ahlers, Ashley A.; Pace, Gary – Journal of Applied Behavior Analysis, 2011
Two studies were conducted that examined the preference of a student diagnosed with a brain injury. In Study 1, a preference assessment was followed by a three-choice concurrent operants reinforcer assessment. Two choices resulted in access to preferred activities for completing work, and a third choice resulted in access to nothing (i.e., no…
Descriptors: Program Effectiveness, Positive Reinforcement, Student Attitudes, Neurological Impairments