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| Nonbehavioral Providers Using Time-Based Reinforcment to Decrease Problem Behaviors in School Settings. |
| Monday, May 25, 2015 |
| 2:00 PM–2:50 PM |
| 210AB (CC) |
| Area: EDC/AUT; Domain: Applied Research |
| Chair: Johanna Staubitz (Vanderbilt University) |
| Discussant: Johanna Staubitz (Vanderbilt University) |
| CE Instructor: Christina F. Noel, Ph.D. |
| Abstract: Students with emotional and behavioral disorders (EBD) or autism often receive low rates of positive attention in the classroom. Further, disruptive behavior exhibited by students with EBD or autism may elicit negative attention from teachers and peers and increase the likelihood the behavior will occur in the future. Two studies were conducted on using time-based, noncontingent statements to decrease problem behavior. The first was in an alternative school and the second was in an after-school program for students with autism. Each study used a single-subject, reversal design. Noncontingent attention reduced disruptive behavior and increased on-task behavior for all participants. Additionally, the teacher provided more praise and fewer reprimands during intervention phases. Social validity measures were given to the cooperating teachers to view the acceptability of the intervention. Results suggest NCA can decrease attention-maintained disruptive behavior, increase student engagement, and improve student-teacher dynamics in students with EBD and autism. |
| Keyword(s): autism, emotional behavior, school settings, time-based reinforcement |
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| Using Noncontingent Reinforcement to Decrease Problem Behavior and Increase Appropriate Behavior in an Alternative Setting |
| CHRISTOPHER RUBOW (University of Florida) |
| Abstract: Students with emotional and behavioral disorders (EBD) often receive low rates of positive attention in the classroom. Further, disruptive behavior exhibited by students with EBD may elicit negative attention from teachers and peers. Using a withdrawal design, a teacher provided noncontingent attention (NCA) to a student with EBD with attention-maintained disruptive behavior. Noncontingent attention reduced disruptive behavior and increased on-task behavior. Additionally, the teacher provided more praise and fewer reprimands during intervention phases. Results suggest NCA can decrease attention-maintained disruptive behavior, increase student engagement, and improve student-teacher dynamics in students with EBD. |
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| Using Time-Based Reinforcement to Increase On-Task Behaviors in an After-School Setting for Students with Autism Spectrum Diagnosis |
| JOHANNA STAUBITZ (Vanderbilt University), Christina F. Noel (Western Kentucky University) |
| Abstract: Students with an Autism Spectrum Disorder may have difficulty complying with class-wide instructions. Using a withdrawal design, three pre-service teachers provided noncontingent attention (NCA) to three students with attention-maintained disruptive behavior. Noncontingent attention reduced disruptive behavior and increased on-task behavior. The pre-service teachers were given a social validity questionnaire about the feasibility of the intervention. Results suggest NCA can decrease attention-maintained disruptive behavior, increase student engagement, and can be implemented with high levels of social validity. |
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