The Effect of the Extinction Procedure in Function-Based Intervention

Autor/inn/en	Janney, Donna M.; Umbreit, John; Ferro, Jolenea B.; Liaupsin, Carl J.; Lane, Kathleen L.
Titel	The Effect of the Extinction Procedure in Function-Based Intervention
Quelle	In: Journal of Positive Behavior Interventions, 15 (2013) 2, S.113-123 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300712441973
Schlagwörter	Learning Processes; Intervention; At Risk Students; Elementary School Students; Reinforcement; Behavior Modification; Student Behavior; Program Effectiveness; Behavior Problems; Observation; Interviews; Functional Behavioral Assessment; Test Validity; Intervention Rating Profile; Social Skills Rating System + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Positive Verstärkung; Behaviour modification; Verhaltensänderung; Student behaviour; Schülerverhalten; Beobachtung; Interviewing; Interviewtechnik; Testvalidität
Abstract	In this study, we examined the contribution of the extinction procedure in function-based interventions implemented in the general education classrooms of three at-risk elementary-aged students. Function-based interventions included antecedent adjustments, reinforcement procedures, and function-matched extinction procedures. Using a combined ABC and reversal phase design (A-B-A-B-C-B), a functional relation between the full intervention and dramatically improved levels of on-task behavior were clearly established. On removal of the extinction procedure, on-task behavior rapidly dropped to lower levels. Reinstatement of the full intervention occurred following the partial intervention condition. In every case, on-task levels rapidly improved. Using the "Intervention Rating Profile-15" and "Children's Intervention Rating Profile," acceptability ratings were highest for full intervention. Limitations and implications for further research are presented. (Contains 3 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10