Teaching Stimulus Control via Class-Wide Multiple Schedules of Reinforcement in Public Elementary School Classrooms

Autor/inn/en	Torelli, Jessica N.; Lloyd, Blair P.; Diekman, Claire A.; Wehby, Joseph H.
Titel	Teaching Stimulus Control via Class-Wide Multiple Schedules of Reinforcement in Public Elementary School Classrooms
Quelle	In: Journal of Positive Behavior Interventions, 19 (2017) 1, S.14-25 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300716632878
Schlagwörter	Public Schools; Elementary School Students; Elementary School Teachers; Student Behavior; Behavior Problems; Intervention; Attention; Reinforcement; Contingency Management; Fidelity; Program Implementation; Urban Schools; Grade 1; Grade 2; Learning Centers (Classroom) + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Student behaviour; Schülerverhalten; Aufmerksamkeit; Positive Verstärkung; Krisenbewältigung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Unterrichtsdifferenzierung
Abstract	In elementary school classrooms, students commonly recruit teacher attention at inappropriately high rates or at inappropriate times. Multiple schedule interventions have been used to teach stimulus control by signaling to students when reinforcement is and is not available contingent on an appropriate response. The purpose of the current study was to evaluate the effects of a class-wide multiple schedule on differentiated rates of student recruitment of teacher attention in two public elementary classrooms. General education teachers implemented the multiple schedule intervention in the context of a common instructional routine (i.e., small group rotations among reading centers). Results indicated that the multiple schedule intervention was effective at decreasing disruptive bids for attention when teacher attention was not available. Additional research on teacher implementation of class-wide multiple schedules is needed to evaluate whether this intervention may be identified as an effective supplement to Tier 1 classroom management strategies within multi-tiered systems of support. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01