Noncontingent peer attention as treatment for disruptive classroom behavior.
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.
Jones
K M
KM
Eastern Illinois University, USA.
Drew
H A
HA
Weber
N L
NL
D001288:Attention; D002648:Child; D002653:Child Behavior Disorders / Q000628:therapy*; D006801:Humans; D008297:Male; D010379:Peer Group; D012054:Reinforcement, Psychology; D015203:Reproducibility of Results