title: The effects of fixed-time escape on inappropriate and appropriate classroom behavior.
abstract: Few studies have explored the effects of fixed-time (FT) reinforcement on escape-maintained behavior of students in a classroom setting. We measured the effects of an FT schedule on the disruptive and appropriate academic behaviors of 2 junior high students in a public school setting. Results demonstrated that FT escape from tasks resulted in a substantial decrease in disruptive behavior and an increase in time engaged in tasks for both participants.
authors.affiliation: Utah State University, Logan, Utah 84322, USA.
authors.forename: Rachael D
authors.initials: RD
authors.lastname: Waller
authors.forename: Thomas S
authors.initials: TS
authors.lastname: Higbee
mesh_terms: D000293:Adolescent; D000294:Adolescent Behavior / Q000523:psychology; D000342:Affective Symptoms / Q000523:psychology*; D001526:Behavioral Symptoms / Q000523:psychology*; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology*; D008297:Male; D012055:Reinforcement Schedule; D012054:Reinforcement, Psychology; D013334:Students / Q000523:psychology*
references.citation: J Appl Behav Anal. 2008 Summer;41(2):279-83
references.pmid: 18595294
references.citation: Res Dev Disabil. 2000 Sep-Oct;21(5):377-91
references.pmid: 11100801
references.citation: J Appl Behav Anal. 2003 Fall;36(3):379-82
references.pmid: 14596581
references.citation: J Appl Behav Anal. 1997 Spring;30(1):127-36; quiz 136-7
references.pmid: 9103988
references.citation: J Appl Behav Anal. 1994 Summer;27(2):197-209
references.pmid: 8063622