A Function-Based Classroom Behavior Intervention Using Non-Contingent Reinforcement Plus Response Cost

Document Type

Article

Publication Date

8-2012

Abstract

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.

Department

Psychology

Publication Title

Education and Treatment of Children

DOI

10.1353/etc.2012.0017

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