Effectiveness of Noncontingent Attention to Decrease Attention-Maintained Disruptive Behaviors in the General Education Classroom

被引：10

作者：

Banda, Devender R. ^{[1
]}

Sokolosky, Stephanie ^{[1
]}

机构：

[1] Texas Tech Univ, Dept Educ Psychol & Leadership, Coll Educ, Lubbock, TX 79409 USA

来源：

CHILD & FAMILY BEHAVIOR THERAPY | 2012年 / 34卷 / 02期

关键词：

attention deficit and hyperactivity disorder; attention-maintained behavior; NCA; noncontingent reinforcement; talking-out; DEVELOPMENTAL-DISABILITIES; FUNCTIONAL-ANALYSIS; DESTRUCTIVE BEHAVIOR; PRESESSION ATTENTION; TEACHER ATTENTION; ABERRANT BEHAVIOR; SELF-INJURY; REINFORCEMENT; INDIVIDUALS; EXTINCTION;

D O I：

10.1080/07317107.2012.684646

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

This study was conducted to investigate the effectiveness of non-contingent attention (NCA) on disruptive talking-out behavior in a student diagnosed with attention deficit and hyperactivity disorder in the general education classroom. Functional analysis indicated that the talking-out behavior was maintained by teacher attention. We used an ABAB design in which the teacher implemented NCA. Results indicated that the strategy decreased the participant's talking-out behavior. Furthermore, social validity data indicated that the participant was able to spend more time on-task. Results and implications for research and practice are discussed.

引用

页码：130 / 140

页数：11

共 50 条

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