Noncontingent peer attention as treatment for disruptive classroom behavior

被引：23

作者：

Jones, KM ^{[1
]}

Drew, HA ^{[1
]}

Weber, NL ^{[1
]}

机构：

[1] Eastern Illinois Univ, Charleston, IL 61920 USA

来源：

JOURNAL OF APPLIED BEHAVIOR ANALYSIS | 2000年 / 33卷 / 03期

关键词：

attention deficit hyperactivity disorder; functional analysis; non-continent reinforcement;

D O I：

10.1901/jaba.2000.33-343

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

A functional analysis isolated peer attention as the primary maintaining variable for disruptive behavior displayed by a student with attention deficit hyperactivity disorder. Using a brief reversal, design, noncontingent reinforcement. was then shown to reduce disruptive behavior relative to the peer attention condition. Implications for assessing behavior disorders in mainstream school settings are discussed.

引用

页码：343 / 346

页数：4

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