![]() The data collected show that the procedure proved to be effective for the reduction of inappropriate behaviors and for the increase of spontaneous requests made by the student. This training was combined with a procedure for the extinction of behaviors defined as dependent variables. ![]() The implemented intervention was a training for the acquisition of Mand operants with topography based on selection (pointing) through the use of a notebook containing images of the main reinforcers that the participant could request during the school day. As a dependent variable, the number of behaviors of general indication or directed towards one’s own mouth accompanied by the non-functional repetition of syllabic sounds, problematic behaviors, rejection of materials or previously requested activities was measured. An abab experi- mental design was used for the study. A thirteen-year-old student with a diagnosis of severe cognitive impairment took part in this study, who had a level of verbal development defined as emergent listener (Greer & Ross, 2008). The study was conducted with the aim of evaluating the effects of a training for the acquisi- tion of Mand operants with topography based on selection (pointing) (Greer & Ross, 2008) combined with an extinction procedure (Braithwaite & Richdale, 2000), aimed at reducing inappropriate behaviors emitted in the school environment. The interventions were effective in decreasing the students' problem behaviors while concurrently increasing their appropriate verbal skills. The classroom teachers were trained to implement the interventions and conduct the experimental analyses during classroom activities in which the problem behaviors occurred most frequently. The interventions were designed to disrupt the inappropriate response-reinforcer relation by discontinuing contingent reinforcement (i.e., extinction), providing the reinforcer contingent on appropriate play behaviors, and teaching the students verbal skills functionally equivalent to the inappropriate response. ![]() The hypotheses were tested in the second experiment directly through a modified experimental analysis and indirectly through an evaluation of the treatment effects. The results of the descriptive analysis provided hypotheses regarding the operant function of the students' problem behaviors. The first study consisted of a descriptive analysis in which the students and their teachers were observed during naturally occurring classroom activities. We conducted two field studies using a behavioral consultation approach to reduce children's problem behaviors in public school settings.
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