A Function-Based Classroom Behavior Intervention Using Non-Contingent Reinforcement Plus Response Cost
This study investigated the use of noncontingent reinforcement with response cost to reduce problem verbal and physical behavior maintained by automatic reinforcement in an internationally adopted, post-institutionalized student diagnosed with ADHD. Systematic direct observation was employed to measure behavior in a single-subject withdrawal design. Results indicate this function-based intervention was effective when used in a school and implemented with fidelity by a paraprofessional.
Education and Treatment of Children
Nolan, J. D., & Filter, K. J. (2012). A Function-Based Classroom Behavior Intervention Using Non-Contingent Reinforcement Plus Response Cost. Education and Treatment of Children, 35(3), 419-430. doi: 10.1353/etc.2012.0017
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Copyright © 2012 West Virginia University Press. Article published by West Virginia University Press in Education and Treatment of Children, volume 35, issue number 3, August 2012, pages 419-430. Available online: