Effects of Signaled Positive Reinforcement on Problem Behavior Maintained by Negative Reinforcement

We evaluated the effects of providing positive reinforcement for task completion, signaled via the presence of a tangible item, on escape-maintained problem behavior displayed by three typically developing children during one-time 90-min outpatient evaluations. Brief functional analyses of problem behavior, conducted within a multielement design, identified negative reinforcement. Treatment, conducted within a nonconcurrent multiple baseline with reversal design, consisted of a signal for positive reinforcement while continuing to permit escape for problem behavior, thus creating a competition between positive and negative reinforcement. For all participants, problem behavior decreased.     

Differential Reinforcement of Alternative Behavior in Center-Based Classrooms: Evaluation of Pre-teaching the Alternative Behavior

This study investigated the effectiveness of a differential reinforcement of alternative behavior procedure in decreasing disruptive behavior while simultaneously increasing the appropriate behavior of four children of typical development between the ages of 4 and 6 in center-based classrooms. We began with brief functional analyses for each child. Then, differential reinforcement procedures, with and without pre-teaching the alternative behavior, were compared using an alternating treatments design. Results indicated that the differential reinforcement procedure with pre-teaching resulted in lower levels of problem behavior and greater levels of the alternative behavior compared to differential reinforcement alone. Results are discussed in terms of implications for applied practice and functional assessment and intervention research.     

Preference Assessment for Dimensions of Reinforcement to Inform Token Economies Targeting Problem Behavior

The purpose of the current two-experiment study was to examine the use of a preference assessment for dimensions of reinforcement to inform an effective token economy arrangement. Three participants diagnosed with developmental disabilities who engaged in negatively reinforced problem behavior participated in this study. During Experiment 1, a preference assessment for four dimensions of reinforcement (i.e., quality, immediacy, magnitude, and rate) occurred to inform a more- and less-preferred token economy arrangement. During Experiment 2, a treatment evaluation compared these two token economy arrangements. Results for all three participants showed lower rates of problem behavior under the more-preferred token economy arrangement compared to the less-preferred token economy arrangement. Rates of task completion were higher under the more-preferred token economy arrangement for one of the three participants. Results are discussed in terms of their practical implications for clinicians and educators implementing token economies to manage problem behavior.     

The Effects of a Self-Management Program in Reducing Off-Task Behavior

Two adolescents with learning disabilities were taught to use a self-management program to decrease off-task behavior in two general education classes and a study hall class. The self-management program included three components—a checklist, a behavior rating scale, and a self-monitoring form. A multiple baseline design was implemented across settings for each participant. The findings indicated that the self-management program was successful in all three settings in decreasing off-task behaviors. Additionally, the teacher ratings of student behavior were found to increase during self-monitoring, suggesting the overall behavior of the students improved during the self-management program. The results are discussed in terms of the novelty of using teacher ratings of student behavior to demonstrate a relationship between the implementation of the self-management program and teacher reports of changes in other classroom behaviors.     

How Novice Science Teachers Appropriate Epistemic Discourses Around Model-Based Inquiry for Use in Classrooms

To test whether epistemically unproblematic ways of thinking and talking about science could be transformed during preservice teacher training, we designed a system of learning activities based on a set of heuristics for progressive disciplinary discourse (HPDD). The HPDD outline six design principles of learning environments where the aim is to foster learners' participation in material and discursive activities that characterize the work of scientists. After tracking participants through university coursework where the HPDD was employed and into their teaching practicums, we found that most came to reconceptualize the interrelated roles of models, theory, evidence, and argument. These ideas ultimately supported a shift in their goals for scientific investigation—from “proving” a hypothesis, to testing and revising explanatory models. Preliminary findings from teaching episodes with their own secondary students indicated that some participants took up “epistemically ambitious” classroom practices, pressing learners to develop testable models of natural phenomena and gather evidence to link observations with underlying explanatory processes.     

The Effectiveness of Psychosocial Interventions Delivered by Teachers in Schools: A Systematic Review and Meta-Analysis

The growing mental health needs of students within schools have resulted in teachers increasing their involvement in the delivery of school-based, psychosocial interventions. Current research reports mixed findings concerning the effectiveness of psychosocial interventions delivered by teachers for mental health outcomes. This article presents a systematic review and meta-analysis that examined the effectiveness of school-based psychosocial interventions delivered by teachers on internalizing and externalizing outcomes and the moderating factors that influence treatment effects on these outcomes. Nine electronic databases, major journals, and gray literature (e.g., websites, conference abstract) were searched and field experts were contacted to locate additional studies. Twenty-four studies that met the study inclusion criteria were coded into internalizing or externalizing outcomes and further analyzed using robust variance estimation in meta-regression. Both publication and risk of bias of studies were further assessed. The results showed statistically significant reductions in students’ internalizing outcomes (d = .133, 95% CI [.002, .263]) and no statistical significant effect for externalizing outcomes (d = .15, 95% CI [?.037, .066]). Moderator analysis with meta-regression revealed that gender (%male, b = ?.017, p < .05), race (% Caucasian, b = .002, p < .05), and the tier of intervention (b = .299, p = .06) affected intervention effectiveness. This study builds on existing literature that shows that teacher-delivered Tier 1 interventions are effective interventions but also adds to this literature by showing that interventions are more effective with internalizing outcomes than on the externalizing outcomes. Moderator analysis also revealed treatments were more effective with female students for internalizing outcomes and more effective with Caucasian students for externalizing outcomes.     

Response Blocking with Guided Compliance and Reinforcement for a Habilitative Replacement Behavior: Effects on Public Masturbation and On-Task Behavior

ABSTRACT

There is limited empirical research regarding effective treatment for public masturbation. In the current study, the relative and combined effects of reinforcement of an incompatible habilitative replacement behavior and response blocking with guided compliance on masturbation and on-task behavior were evaluated for a seven year-old African-American female with a traumatic brain injury who masturbated in her regular and special education classrooms. Results indicated that response blocking with guided compliance was successful in reducing masturbation. However, response blocking with guided compliance and reinforcement of an incompatible response was most effective for reducing masturbation and simultaneously increasing on-task behavior.     

Intergenerational Transmission of Risks for Problem Behavior

The intergenerational transmission of risk factors for problem behaviors was examined across three generations. Two hundred fifty-four 2-year-old toddlers, one or two of their parents, and one grandmother of each toddler were studied. Grandmothers and parents were individually interviewed. Data were analyzed for the male and female toddlers combined. Correlations and hierarchical multiple regression analyses were performed. Findings indicate that the grandmother–parent relationship, parental personality attributes, marital harmony, and drug use and the parent–toddler relationship, predict the toddlers' behavior. The investigation provides evidence for a longitudinal, intergenerational process whereby the grandmother–parent relationship and the parents' personality and behavioral attributes are transmitted across generations through their association with the parent–child relationship.     

Responses of School Psychologists and Special Education Teachers to Administrative Pressures to Practice Unethically

Abstract

Responses of school psychologists (N = 141) and special educators (N = 130) to ethical dilemmas involving conflicts between administrative directives and ethical obligations were examined. Respondents completed a survey asking them to predict their own and others' responses to four ethical dilemmas. The majority of respondents predicted that they, immediate colleagues, and professional peers would make the choices judged as ethical in all situations. Predictions of ethical response were highest for self prediction and varied across the four dilemmas. Respondents who viewed their immediate colleagues as supportive of autonomous decision making were more likely to predict ethical choices than those who viewed their colleagues as supporting deference to administrative authority. No differences in predictions related to gender, degree level, job security, preservice training in or knowledge of professional ethics or special education law were found.     

The Effects of a Reinforcement Package for On-Task and Reading Behavior with At-Risk and Middle School Students with Disabilities

ABSTRACT

The purpose of the present study is to evaluate the use of a reinforcement package with four middle school students who were below grade level in reading. Data were gathered, independently by two observers, for on-task behavior for the number of correct words read for a two-minute timed trial, and for book pre- and posttests. These data were gathered during Direct Instruction Corrective Reading Lessons. The participants earned points for increases in reading academic behaviors and on-task during the lesson. The effects of the reinforcement package were evaluated in an ABAB single case replication design. The overall outcomes indicate that on-task behavior improved from the low levels during both baselines and increased to high levels when the reinforcement package was in effect. Changes in reading rate were also dramatic with the largest increases found when the reinforcement package was in effect. Increases in pre- and posttest scores were noted for each of the participants. The advantages of employing consequences in conjunction with Direct Instruction reading materials and procedures were outlined. The role of enhancing academic skills of at-risk and children with disabilities was also outlined.     

Teacher Implementation of Trial-Based Functional Analysis and Differential Reinforcement of Alternative Behavior for Students with Challenging Behavior

The purpose of this study was to examine the effects of a training package on three middle school special education teachers’ accurate implementation of trial-based functional analysis (TBFA) and differential reinforcement of alternative behavior (DRA) with their students with autism spectrum disorders or emotional and behavioral disorders in the classroom setting. We also examined the effects of the DRA on six students’ challenging and replacement behaviors. Using a multiple probe across teacher participants design, we demonstrated that all three teachers implemented TBFA during TBFA training with performance feedback conditions and DRA during DRA training with performance feedback conditions with high procedural fidelity. Further, two of three teachers generalized high procedural fidelity with a new student. Finally, results indicated a reduction in all six students’ challenging behavior and an increase in their replacement behavior after the teachers received training and performance feedback on DRA implementation. Limitations and implications for research and practice are discussed.     

Acceptability of Time Out from Reinforcement Procedures for Disruptive Child Behavior:

Forty-eight teachers and forty-eight parents evaluated the effectiveness and acceptability of five behavioral procedures for reducing disruptive behavior in children. The results showed that teachers evaluated the procedures as being more effective and acceptable than did the parents. The treatment procedures rated as most effective and acceptable were reinforcement and isolation and contractual agreement. In additon, the procedures were rated as being more effective and acceptable for 5-year-olds than for 10-year-olds. The results of this study are compared to similiar studies reported by Kazdin.     

Dimensions of Problem Behavior in institutionalized retardates

A factor analysis of teacher ratings of 55 items of deviant behavior in a sample of 252 institutionalized retardates resulted in the emergence of three interpretable factors. Two factors clearly represented the broad-band dimensions of conduct disorder and anxiety-withdrawal, while the third reflected psychotic behavior. Only conduct disorder was related to age, sex, trace, or intellectual level.     

A Comparison of Function-Based Differential Reinforcement Interventions for Children Engaging in Disruptive Classroom Behavior

This study provides a direct comparison of differential reinforcement of other behavior (DRO) and differential reinforcement of alternative behavior (DRA). Participants included three children in center-based classrooms referred for functional assessments due to disruptive classroom behavior. Functional assessments included interviews and brief functional analyses. An alternating treatments design was used to evaluate the relative effectiveness of function-based DRO and DRA interventions. Results indicated that both intervention procedures effectively reduced disruptive behavior, but the DRA procedure consistently resulted in greater reductions in disruptive behavior across all participants. Results are discussed in terms of directions for future functional assessment and intervention research as well as implications for applied practice.     

Appraisals of Child Behavior by Mothers of Problem and Nonproblem Toddlers

Mothers of problem and nonproblem toddlers rated videotapes of their own and unfamiliar children's behavior. They classified the behaviors as positive, negative, or neutral, and evaluated the intensity of the positive or negative behaviors. Ratings did not differ by problem status; however, all mothers classified their own children's behavior as less negative than did an independent observer. Mothers also evaluated all children's negative behavior as less aversive than did the observer. Finally, mothers mistakenly classified less of their own children's behavior as negative and more as positive when compared to their biases in classifying unfamiliar children's behavior.     

The Influence of Function,Topography, and Setting on Noncontingent Reinforcement Effect Sizes for Reduction in Problem Behavior: A Meta-analysis of Single-Case Experimental Design Data

Richman et al. (J Appl Behav Anal 48:131–152, 2015) completed a meta-analytic analysis of single-case experimental design data on noncontingent reinforcement (NCR) for the treatment of problem behavior exhibited by individuals with developmental disabilities. Results showed that (1) NCR produced very large effect sizes for reduction in problem behavior, (2) NCR implemented with the functional reinforcer resulted in a slightly larger effect size compared to NCR using nonfunctional reinforcers, and (3) schedule thinning for the delivery of reinforcers typically produced temporary and modest increases in levels of problem behavior. The purpose of the current study was to conduct follow-up analyses to determine whether treatment implementation setting, topography, or the function of problem behavior influenced the treatment effect size for problem behavior exhibited by individuals with developmental disabilities. Follow-up analyses showed that NCR effect sizes were very similar across inpatient and outpatient settings and across aggression and property destruction versus self-injurious behaviors. Results showed that NCR effect size for treatment of problem behavior maintained by a form of social reinforcement was slightly greater than problem behavior maintained by automatic reinforcement. Results are discussed in terms of applying NCR in school settings as an initial treatment for problem behaviors that can interfere with academic, adaptive, and vocational skill acquisition for students with developmental disabilities.