Commonly used in research settings, noncontingent reinforcement (NCR) is a function-based intervention for decreasing challenging behaviors (Carr, Severtson, & Lepper, 2009). Function-based interventions effectively change behavior through detailed analysis of why the behavior occurs (Lane, Kalberg, & Shepcaro, 2009). Practitioners…

Multiple-stimulus without replacement preference assessment is a research-based method for identifying appropriate rewards for students with emotional and behavioral disorders. This article presents a brief history of how this technology evolved and describes a step-by-step approach for conducting the procedure. A discussion of necessary materials…

This study compared the efficacy of no choice and choice of preferred engagement stimuli to reduce escape-maintained disruptive behavior of pupils in kindergarten with developmental disabilities in inclusive classes. This study demonstrated how functional behavior assessment can be conducted in a school setting to determine the functional…

Students may engage in behavior during instruction that impacts the acquisition of skills. Intervening on student behavior using group contingencies may be more efficacious than other intervention methods. Directly programming for generalization of treatment effects may increase the durability of behavior change and further increase the efficacy…

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…

Learning-related behaviors are important for school success. Socioeconomic disadvantage confers risk for less adaptive learning-related behaviors at school entry, yet substantial variability in school readiness exists within socioeconomically disadvantaged populations. Investigation of neurophysiological systems associated with learning-related…

The central research question of the study asks: how do middle school students experience learning mathematics in middle school mathematics class? The additional research questions that guide the study ask: what are some of the barriers to learning mathematics in middle school mathematics class and what causes students to understand certain…

Multiple schedules using continuous discriminative stimuli have been used to minimize children's disruptive requesting for teacher attention (e.g., colored floral leis; Tiger & Hanley, 2004; Tiger, Hanley, & Heal, 2006). The present study evaluated the effectiveness of, and children's preferences for, two multiple-schedule arrangements in which…

The focus of the study reported in this article is the behavioural response of pupils with Asperger syndrome to light and sound intensity and the development of ways to help them to cope with such sensory stimuli. A number of practical ways of minimising the negative effects of various sensory stimuli are noted: (1) the establishment of "a place…

While the majority of students in schools tend to respond to effective general academic instruction and proactive schoolwide discipline systems, some continue to exhibit intense and chronic problem behaviors, even in the best schools. For these students, schools are highly variable in their ability and capacity to provide accurate and durable…

Students with emotional or behavioral disorders (E/BD) are characterized by academic deficits and classroom behavioral problems. The relationship between problem behavior and academic difficulties is complex, and some researchers have hypothesized that the classroom behavior problems of students with E/BD are responses to aversive stimuli, namely…