A Technology for Contingency Management of Disruptive Behaviour by the Classroom Teacher

1977 ◽  
Vol 5 (3) ◽  
pp. 47-51
Author(s):  
C. Appleton
Keyword(s):  
Classroom Teacher ◽  
Contingency Management ◽  
Real Life ◽  
Multiple Baseline ◽  
Disruptive Behaviour ◽  
Classroom Setting ◽  
Behaviour Modification ◽  
Baseline Design ◽  
Management Procedures ◽  
Premack Principle

Early studies of the application of behaviour modification techniques in both special and normal classroom settings indicated that teachers could incorporate the more systematic management procedures without highly specialised training (Clazarioand Yelon, 1967: Becker, Madsen, et al., 1967). However, some of the earliest studies were closer to the laboratory than the real-life classroom setting in that they required elaborate recording procedures and used material reinforcers which are often unacceptable to teachers. Reversal designs, commonly used in early studies, proved impractical in wider settings. Problems such as these led the present author to place greater emphasis on extinguishing appropriate behaviours, using natural reinforcers identified by the Premack principle, using simplified recording procedures and using multiple baseline design.

Increasing and Maintaining Withdrawn Preschoolers' Peer Interactions: Effects of Double Prompting and Booster Session Procedures

1993 ◽  
Vol 19 (1) ◽  
pp. 54-66 ◽  
Author(s):  
David P. Lindeman ◽  
James J. Fox ◽  
Paul S. Redelheim
Keyword(s):  
Positive Response ◽  
Peer Interactions ◽  
Classroom Teacher ◽  
Multiple Baseline ◽  
Booster Session ◽  
Baseline Design ◽  
Social Initiations ◽  
The Social ◽  
Booster Sessions

The combined effects of double-prompting and booster session procedures on the social behavior of four socially withdrawn preschool children were investigated. A multiple baseline design across subjects was employed to evaluate these procedures. Double-prompting and contingent social praise involved having the classroom teacher prompt and praise the initiations and responses of the subjects and their peers to one another. The behaviors that were prompted — play organizers, shares, and assists — had previously been shown to be effective in setting the occasion for a positive response from peers. When maintenance of increased target initiations was not forthcoming, booster sessions were used to maintain subject initiations during follow-up. The results indicated that (a) the intervention procedures increased the subjects' play organizer, share, and assist initiations, (b) subjects' and peers' responses to one another's initiations did not have to be prompted, (c) there were collateral increases in nontargeted social initiations of the subjects, (d) there were smaller increases in the initiations of peers, (e) booster sessions functioned to increase initiations temporarily and (f) subjects' extended interactions with peers increased during intervention and remained high regardless of whether or not booster sessions were applied during follow-up.

Modifying Bedtime Disruptions in Children using Stimulus Control and Contingency Management Techniques

1984 ◽  
Vol 12 (2) ◽  
pp. 130-141 ◽  
Author(s):  
Matthew R. Sanders ◽  
Bill Bor ◽  
Mark Dadds
Keyword(s):  
Side Effects ◽  
Stimulus Control ◽  
Contingency Management ◽  
Management Program ◽  
Multiple Baseline ◽  
Negative Side ◽  
Management Procedures ◽  
Management Techniques ◽  
Negative Side Effects

The present study examined the effect of a bedtime management programme which incorporated both stimulus control and contingency management procedures on the level of bedtime disruption in children. Using a multiple baseline across subjects design each of four children (ranging in age from 2–5 years) were sequentially introduced to the treatment program, which was implemented by the child's parents each night. In addition the study sought to determine whether direct treatment of bedtime disruption would be associated with any negative side effects. Systematic observational data revealed that the Bedtime Management Program was effective in reducing bedtime disruptions in all subjects and the improvements sustained during a 2-month follow-up. No evidence suggests that treatment resulted in negative side effects. The implications of the results for behavioural parent training are discussed.

The Effects of a Self-Instructional Self-Management Training Package on the Generalization and Maintenance of Selected Interview Skills: A Pilot Study

1984 ◽  
Vol 15 (2) ◽  
pp. 50-53
Author(s):  
Roy C. Farley
Keyword(s):  
Skill Training ◽  
Management Training ◽  
Multiple Baseline ◽  
Rehabilitation Counselors ◽  
Self Management ◽  
Self Monitoring ◽  
Baseline Design ◽  
Self Evaluation ◽  
Management Procedures ◽  
Instructional Manual

Many skill training programs are directed toward producing initial behavior change, and little systematic attention is paid to the generalization and maintenance of those skills. This study uses a multiple baseline design across individuals to evaluate the effects of a self-instructional manual designed to teach self-monitoring, self-evaluation, and self-reinforcement on the generalization and maintenance of interview skills. The findings indicate that these self-management procedures enabled rehabilitation counselors to generalize and maintain behavior learned in a workshop setting.

Reducing Inappropriate Behaviour in the Home with a Token Economy

1988 ◽  
Vol 5 (4) ◽  
pp. 160-164
Author(s):  
K.E. Rustab ◽  
T.F. McLaughlin
Keyword(s):  
Token Economy ◽  
Multiple Baseline ◽  
Disruptive Behaviour ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Spelling Performance ◽  
Academic Responding

The effects of a token program implemented in the home by a teacher were examined. The effects of a home token program were evaluated using a multiple baseline design across reading, spelling and handwriting lessons while disruptive behaviour was recorded. The results indicated that inappropriate behaviours decreased when the token program was implemented. Follow-up data indicated some increase in inappropriate behaviours. Spelling performance was higher in the student's classroom during the token program in the home than during baseline. This indicated some generalisation from the home token program to academic responding in the classroom.

Effects of Phonological Decoding Training on Children's Word Recognition of CVC, CV, and VC Structures

1996 ◽  
Vol 5 (1) ◽  
pp. 67-78 ◽  
Author(s):  
Kenyatta O. Rivers ◽  
Linda J. Lombardino ◽  
Cynthia K. Thompson
Keyword(s):  
Word Recognition ◽  
Multiple Baseline ◽  
Single Subject ◽  
Group Training ◽  
Complex Structures ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Phonological Decoding ◽  
The Third ◽  
Letter Sound

The effects of training in letter-sound correspondences and phonemic decoding (segmenting and blending skills) on three kindergartners' word recognition abilities were examined using a single-subject multiple-baseline design across behaviors and subjects. Whereas CVC pseudowords were trained, generalization to untrained CVC pseudowords, untrained CVC real words, untrained CV and VC pseudowords, and untrained CV and VC real words were assessed. Generalization occurred to all of the untrained constructions for two of the three subjects. The third subject did not show the same degree of generalization to VC pseudowords and real words; however, after three training sessions, this subject read all VC constructions with 100% accuracy. Findings are consistent with group training studies that have shown the benefits of decoding training on word recognition and spelling skills and with studies that have demonstrated the effects of generalization to less complex structures when more complex structures are trained.

Stimulus Generalization Using Nonvisual Stimuli with a Student Who Has Autism Spectrum Disorder and Visual Impairment

2021 ◽  
Vol 115 (2) ◽  
pp. 121-133
Author(s):  
Robin Arnall ◽  
Yors Garcia ◽  
Annette K. Griffith ◽  
Jack Spear
Keyword(s):  
Visual Impairment ◽  
Private School ◽  
Sensory Input ◽  
Language Skills ◽  
Autism Spectrum ◽  
Multiple Baseline ◽  
Stimulus Generalization ◽  
Baseline Design ◽  
Tactile Stimuli ◽  
Low Levels

Introduction: The main objective of this study was to determine whether stimulus symmetry, or untaught generalized relations among stimuli, could be demonstrated using audio and tactile stimuli (i.e., nonvisual). Methods: A modified alternating treatment within a concurrent multiple baseline design across nonvisual stimulus sets (i.e., tactile and audio) was implemented with Zach, an 11-year-old male diagnosed with autism and visual impairment, to teach two relations (sound–touch and sound–label) among stimuli. Following training, the researcher tested whether Zach could identify stimuli through an untaught relation (touch–label). The study presented here required a week to complete and was conducted at a private school for individuals with behavioral concerns. Results: During baseline, Zach demonstrated low levels of correct responses (average of 7% across all relations) for all skills. In the training phase (for only two of the three targeted skills, sound–touch and sound–label relations), Zach demonstrated proficiency for most stimuli used in the sets (average of 61% across relations). Finally, in the testing phase (the untaught touch–label relation), Zach demonstrated high levels of generalized acquisition (89%). Discussion: Results indicated that the procedure used in this study could be generalized to novel populations, including those with visual impairments, and that different forms of sensory input could be used, including auditory and tactile-based teaching. Implications for practitioners: Individuals working with learners with differing levels of visual impairment could utilize the demonstrated procedure to associate types of stimuli, using methods other than visual input. The procedure outlined would benefit a population that may require assistance with developing language skills but who also may have difficulties using common visual stimuli.

Multiple baseline design

TVZ ◽  
2021 ◽  
Vol 131 (1) ◽  
pp. 52-53
Author(s):  
Katrien Cuyvers
Keyword(s):  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Baseline Design

A Parent-Implemented Shared Reading Intervention via Telepractice

2021 ◽  
pp. 105381512110322
Author(s):  
Yusuf Akemoglu ◽  
Vanessa Hinton ◽  
Dayna Laroue ◽  
Vanessa Jefferson
Keyword(s):  
Time Delay ◽  
Single Case ◽  
Multiple Baseline ◽  
Video Editing ◽  
Baseline Design ◽  
Communicative Acts ◽  
Use Of Time ◽  
Young Children With Disabilities ◽  
Evidenced Based ◽  
Feedback Delivery

We describe a study of the internet-based Parent-Implemented Communication Strategies–Storybook (i-PiCSS), an intervention designed to train and coach parents to use evidenced-based naturalistic communication teaching (NCT) strategies (i.e., modeling, mand-model, and time delay) and RTs while reading storybooks with their young children with disabilities. Three participating parents were trained and coached via telepractice technologies (videoconferences, video editing software). Zoom software was used for videoconferencing and Camtasia software was used to record the training and coaching sessions and to edit the recorded session for feedback delivery purposes. Using a single-case multiple-baseline design across NCT strategies within each family, we examined (a) parents’ fidelity use of the three NCT strategies, (b) parents’ use of book RTs, and (c) child language and communication outcomes. The entire intervention period lasted 8 weeks. After training and coaching, parents used the modeling, mand-model, and time delay strategies with higher rates and higher quality (accuracy). Children initiated more communicative acts upon parents’ use of time delay and increased their numbers of single- and multiple-word responses.

Effects of Teachers as Coaches for Paraprofessionals Implementing Functional Communication Training

2021 ◽  
pp. 109830072098353
Author(s):  
Emily Gregori ◽  
Mandy J. Rispoli ◽  
Catharine Lory ◽  
So Yeon Kim ◽  
Marie David
Keyword(s):  
Special Education Teachers ◽  
Challenging Behavior ◽  
Professional Growth ◽  
Implementation Fidelity ◽  
Multiple Baseline ◽  
Functional Communication ◽  
Baseline Design ◽  
Behavioral Needs ◽  
Teacher Coaching ◽  
Child Engagement

Young children with intensive behavioral needs are often served by paraprofessionals, who are typically among the least trained and least supported staff in the school. While professional development opportunities to address challenging behavior are generally limited for special education teachers, such professional growth opportunities are often completely unavailable for paraprofessionals. The purpose of this study was to evaluate a program in which teachers served as coaches for paraprofessionals. Using a multiple-baseline design across paraprofessional-and-child dyads, we evaluated the effects of the teachers-as-coaches program on paraprofessional implementation fidelity and child engagement in challenging behavior and appropriate communication. The results showed that with teacher coaching, paraprofessionals increased their behavior intervention implementation fidelity to 100%. During the maintenance probes, two of the paraprofessionals implemented the intervention with 100% fidelity, and the third paraprofessional implemented the intervention with higher fidelity than baseline. Results also showed corresponding decreases in child challenging behavior and increases in appropriate communication. Implications for research and practice in supporting paraprofessionals are discussed.

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