Accumulated Reinforcers Increase Academic Responding and Suppress Problem Behavior for Students with Attention-Deficit Hyperactivity Disorder

Autor/inn/en	Robinson, Nicole; St. Peter, Claire C.
Titel	Accumulated Reinforcers Increase Academic Responding and Suppress Problem Behavior for Students with Attention-Deficit Hyperactivity Disorder
Quelle	In: Journal of Applied Behavior Analysis, 52 (2019) 4, S.1076-1088 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.570
Schlagwörter	Students with Disabilities; Attention Deficit Hyperactivity Disorder; Behavior Problems; Behavior Modification; Reinforcement; Preferences; Outcomes of Treatment + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Behaviour modification; Verhaltensänderung; Positive Verstärkung
Abstract	We compared rates of academic responses and problem behavior during mathematics with distributed and accumulated reinforcer arrangements for 3 students with Attention-Deficit Hyperactivity Disorder who engaged in chronic, severe problem behavior. All 3 students engaged in more academic responding and less problem behavior when reinforcers accumulated throughout the session, relative to conditions in which reinforcers were distributed throughout the session or withheld completely. We then conducted concurrent-chain analyses to evaluate student preference for the reinforcer arrangements. Two students preferred distributed reinforcers, even though this arrangement continued to produce problem behavior. One student preferred accumulated reinforcers. Our data replicate previous findings regarding the efficacy of accumulated-reinforcer arrangements, but suggest that students do not always prefer the most efficacious reinforcer arrangement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01