Effects of Noncontingent Attention on the Behavior of Students with Emotional/Behavioral Disorders and Staff in Alternative Settings

Autor/inn/en	Rubow, Christopher C.; Noel, Christina R.; Wehby, Joseph H.
Titel	Effects of Noncontingent Attention on the Behavior of Students with Emotional/Behavioral Disorders and Staff in Alternative Settings
Quelle	In: Education and Treatment of Children, 42 (2019) 2, S.201-223 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Behavior Disorders; Emotional Disturbances; Attention; Student Behavior; Special Education Teachers; Students with Disabilities; Reinforcement; Nontraditional Education; Undergraduate Students; Intervention; Outcomes of Treatment; After School Programs + Suchen Sie Ihr Suchwort? Gefühlsstörung; Aufmerksamkeit; Student behaviour; Schülerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Positive Verstärkung; Non-traditional education; Alternative Erziehung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm
Abstract	Students with emotional and behavioral disorders (EBD) often receive low rates of positive attention in the classroom. Further, students with EBD may receive attention from teachers and peers contingent on disruptive behavior, which may reinforce disruption. In our study, we conducted two experiments, involving one special education teacher, one undergraduate staff, and two students with EBD. Both the teacher and the staff were trained to provide noncontingent attention (NCA) to the students with EBD who exhibited disruptive behavior maintained by attention. Noncontingent attention reduced disruptive behavior and increased on-task behavior; additionally, both the teacher and staff member provided more praise than reprimands during all NCA sessions, whereas both predominantly provided reprimands during baseline sessions. Results suggest educators can implement NCA to decrease disruptive behavior, increase student on-task behavior, and improve interactions between educational staff and students with EBD. (As Provided).
Anmerkungen	West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01