東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

A comparison of methods to reduce cl...

Mueller, Michael Matthew.

FindBook

Google Book

Amazon

博客來

A comparison of methods to reduce classroom behavior problems maintained by negative reinforcement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A comparison of methods to reduce classroom behavior problems maintained by negative reinforcement./
作者:	Mueller, Michael Matthew.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2002,
面頁冊數:	158 p.
附註:	Source: Dissertations Abstracts International, Volume: 64-08, Section: B.
Contained By:	Dissertations Abstracts International64-08B.
標題:	Behaviorial sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3067241
ISBN:	9780493866734

A comparison of methods to reduce classroom behavior problems maintained by negative reinforcement.
Mueller, Michael Matthew.

A comparison of methods to reduce classroom behavior problems maintained by negative reinforcement. - Ann Arbor : ProQuest Dissertations & Theses, 2002 - 158 p.

Source: Dissertations Abstracts International, Volume: 64-08, Section: B.

Thesis (Ph.D.)--The University of Southern Mississippi, 2002.

This item must not be sold to any third party vendors.

After an in-class functional analysis conducted on the disruptive classroom behavior of 3 first grade students determined their behavior to be maintained by negative reinforcement in the form of escape from academic task demands, 3 intervention components were evaluated for their effectiveness at reducing the problem behaviors. Differential negative reinforcement of alternative behavior (DNRA), differential reinforcement of incompatible behavior (DRI), and noncontingent reinforcement (NCR) were evaluated during an intervention component analysis (ICA) in a multielement design. For 1 participant, NCR reduced problem behavior more than the other components. For 2 participants, the level of problem behavior was undifferentiated during the ICA and teacher completed IRP-15s (Martens, Witt, Elliott, & Darveaux, 1985) determined that DRI components were more acceptable to each teacher. Therefore, the problem behavior of 2 participants was evaluated using DRI. Both the NCR and DRI interventions were evaluated in ABAB designs that demonstrated each intervention to be successful in reducing classroom behavior problems maintained by negative reinforcement. Treatment integrity was high for each component in the ICA, and for each phase in each intervention. The results extend a growing literature in which positive reinforcement of behaviors other than the negatively reinforced targeted problem behaviors have led to collateral decreases in the problem behaviors. The treatment Ra acceptability for intervention components used in the ICA varied by intervention component. All DRI interventions were rated as acceptable as DNRA and NCR components were rated as unacceptable by all 3 teachers. These differences in intervention component palatability were substantial even in light of relatively small differences in effectiveness. Classroom interventions for negatively reinforced behaviors, treatment integrity, treatment acceptability, and future directions for continued research are discussed.

ISBN: 9780493866734Subjects--Topical Terms:

3422405
Behaviorial sciences.

A comparison of methods to reduce classroom behavior problems maintained by negative reinforcement.
LDR:03175nmm a2200337 4500 001 2197581
005 20190923134348.5
008 200811s2002 ||||||||||||||||| ||eng d
020 $a 9780493866734
035 $a (MiAaPQ)AAI3067241
035 $a AAI3067241
035 $a 2197581
040 $a MiAaPQ $c MiAaPQ
100 1 $a Mueller, Michael Matthew. $3 3422409
245 1 0 $a A comparison of methods to reduce classroom behavior problems maintained by negative reinforcement.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2002
300 $a 158 p.
500 $a Source: Dissertations Abstracts International, Volume: 64-08, Section: B.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Edwards, Ron P.
502 $a Thesis (Ph.D.)--The University of Southern Mississippi, 2002.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a After an in-class functional analysis conducted on the disruptive classroom behavior of 3 first grade students determined their behavior to be maintained by negative reinforcement in the form of escape from academic task demands, 3 intervention components were evaluated for their effectiveness at reducing the problem behaviors. Differential negative reinforcement of alternative behavior (DNRA), differential reinforcement of incompatible behavior (DRI), and noncontingent reinforcement (NCR) were evaluated during an intervention component analysis (ICA) in a multielement design. For 1 participant, NCR reduced problem behavior more than the other components. For 2 participants, the level of problem behavior was undifferentiated during the ICA and teacher completed IRP-15s (Martens, Witt, Elliott, & Darveaux, 1985) determined that DRI components were more acceptable to each teacher. Therefore, the problem behavior of 2 participants was evaluated using DRI. Both the NCR and DRI interventions were evaluated in ABAB designs that demonstrated each intervention to be successful in reducing classroom behavior problems maintained by negative reinforcement. Treatment integrity was high for each component in the ICA, and for each phase in each intervention. The results extend a growing literature in which positive reinforcement of behaviors other than the negatively reinforced targeted problem behaviors have led to collateral decreases in the problem behaviors. The treatment Ra acceptability for intervention components used in the ICA varied by intervention component. All DRI interventions were rated as acceptable as DNRA and NCR components were rated as unacceptable by all 3 teachers. These differences in intervention component palatability were substantial even in light of relatively small differences in effectiveness. Classroom interventions for negatively reinforced behaviors, treatment integrity, treatment acceptability, and future directions for continued research are discussed.
590 $a School code: 0211.
650 4 $a Behaviorial sciences. $3 3422405
650 4 $a Educational psychology. $3 517650
690 $a 0384
690 $a 0525
710 2 $a The University of Southern Mississippi. $3 1018511
773 0 $t Dissertations Abstracts International $g 64-08B.
790 $a 0211
791 $a Ph.D.
792 $a 2002
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3067241