title: The differential effects of teacher and peer attention on the disruptive classroom behavior of three children with a diagnosis of attention deficit hyperactivity disorder.
abstract: We conducted functional analyses of classroom disruption during contingent teacher and peer attention conditions for 3 children with attention deficit hyperactivity disorder. Attention provided by peer confederates appeared to function as a distinct form of positive reinforcement for all 3 children.
authors.affiliation: Louisiana State University, USA.
authors.forename: J
authors.initials: J
authors.lastname: Northup
authors.forename: C
authors.initials: C
authors.lastname: Broussard
authors.forename: K
authors.initials: K
authors.lastname: Jones
authors.forename: T
authors.initials: T
authors.lastname: George
authors.forename: T R
authors.initials: TR
authors.lastname: Vollmer
authors.forename: M
authors.initials: M
authors.lastname: Herring
mesh_terms: D001288:Attention; D001289:Attention Deficit Disorder with Hyperactivity / Q000523:psychology*; D002648:Child; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D010379:Peer Group; D012574:Schools; D013663:Teaching; D000078329:Workforce