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Comparing The Relative Effectiveness Of Function-Based Antecedent And Reinforcement Interventions For Increasing Preschoolers’ Appropriate Behavior, Ashley Murphy
Master's Theses
The current study extended current literature regarding using brief functional analysis methodologies to inform function-based intervention for increasing preschool students’ academically engaged behavior. Teachers were prompted through brief functional analysis procedures by the researcher. Brief functional analysis results informed two function-based interventions: an antecedent intervention - pre-session non-contingent reinforcement, and a reinforcement intervention – differential reinforcement of alternative behavior. The two interventions were compared according to effectiveness on increasing preschool students’ academically engaged behavior and social validity ratings from teachers. Results indicated for all three participants the reinforcement intervention was not only more effective, but also received higher social validity …
A Comparison Of Two Function-Based Interventions: Ncr Vs. Dro In A Preschool Classroom, Zachary C. Labrot
A Comparison Of Two Function-Based Interventions: Ncr Vs. Dro In A Preschool Classroom, Zachary C. Labrot
Master's Theses
The purpose of this study was to determine the relative efficacy of non-contingent reinforcement (NCR) and differential reinforcement of other behavior (DRO) after behavioral functions have been identified through indirect, descriptive, and experimental assessment. Participants included three preschool-age children in center-based classrooms (Head Start) in a southeastern school district. Functional assessment data were used to inform treatment procedures, which were examined with an alternating treatments design. This study examined (1) relative differences in the efficacy of NCR and DRO in decreasing problem behaviors in preschool children, (2) relative differences in the efficacy of NCR and DRO in increasing appropriate behavior, …
The Treatment Utility Of Hypothesis-Driven Functional Analysis Methods For Students Whose Behavior Is Elevated During Escape, Attention, Or Escape-To-Attention Contingencies, Chandler Erin Mclemore
The Treatment Utility Of Hypothesis-Driven Functional Analysis Methods For Students Whose Behavior Is Elevated During Escape, Attention, Or Escape-To-Attention Contingencies, Chandler Erin Mclemore
Master's Theses
Current research indicates that function-based treatments, based on functional analysis data can be effective for decreasing an array of problem behaviors. The vast majority of the functional analysis literature has focused on single variables that maintain problem behavior. More recently, it has been hypothesized that perhaps multiple variables may maintain a problem behavior at a given time, for example; conceivably, escape and attention could maintain a child’s problem behavior simultaneously. Research regarding multiple variables, specifically the use of an escape-to-attention (ETA) condition has been limited. Furthermore, prior studies have fallen short in reporting treatment data. The purpose of the present …