Effectiveness of Noncontingent Attention to Decrease Attention-Maintained Disruptive Behaviors in the General Education Classroom

Autor/inn/en	Banda, Devender R.; Sokolosky, Stephanie
Titel	Effectiveness of Noncontingent Attention to Decrease Attention-Maintained Disruptive Behaviors in the General Education Classroom
Quelle	In: Child & Family Behavior Therapy, 34 (2012) 2, S.130-140 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-7107
DOI	10.1080/07317107.2012.684646
Schlagwörter	General Education; Hyperactivity; Behavior Modification; Validity; Attention; Attention Deficit Hyperactivity Disorder; Functional Behavioral Assessment; Task Analysis; Educational Environment; Likert Scales; Elementary School Teachers; Elementary Education; Student Behavior + Suchen Sie Ihr Suchwort? Allgemein bildendes Schulwesen; Allgemeinbildung; Hyperaktivität; Behaviour modification; Verhaltensänderung; Gültigkeit; Aufmerksamkeit; Aufgabenanalyse; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Likert-Skala; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementarunterricht; Student behaviour; Schülerverhalten
Abstract	This study was conducted to investigate the effectiveness of noncontingent attention (NCA) on disruptive talking-out behavior in a student diagnosed with attention deficit and hyperactivity disorder in the general education classroom. Functional analysis indicated that the talking-out behavior was maintained by teacher attention. We used an ABAB design in which the teacher implemented NCA. Results indicated that the strategy decreased the participant's talking-out behavior. Furthermore, social validity data indicated that the participant was able to spend more time on-task. Results and implications for research and practice are discussed. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10