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