ERIC Number: EJ1123721
Record Type: Journal
Publication Date: 2017-Jan
Abstractor: As Provided
Teaching Stimulus Control via Class-Wide Multiple Schedules of Reinforcement in Public Elementary School Classrooms
Torelli, Jessica N.; Lloyd, Blair P.; Diekman, Claire A.; Wehby, Joseph H.
Journal of Positive Behavior Interventions, v19 n1 p14-25 Jan 2017
In elementary school classrooms, students commonly recruit teacher attention at inappropriately high rates or at inappropriate times. Multiple schedule interventions have been used to teach stimulus control by signaling to students when reinforcement is and is not available contingent on an appropriate response. The purpose of the current study was to evaluate the effects of a class-wide multiple schedule on differentiated rates of student recruitment of teacher attention in two public elementary classrooms. General education teachers implemented the multiple schedule intervention in the context of a common instructional routine (i.e., small group rotations among reading centers). Results indicated that the multiple schedule intervention was effective at decreasing disruptive bids for attention when teacher attention was not available. Additional research on teacher implementation of class-wide multiple schedules is needed to evaluate whether this intervention may be identified as an effective supplement to Tier 1 classroom management strategies within multi-tiered systems of support.
Descriptors: Public Schools, Elementary School Students, Elementary School Teachers, Student Behavior, Behavior Problems, Intervention, Attention, Reinforcement, Contingency Management, Fidelity, Program Implementation, Urban Schools, Grade 1, Grade 2, Learning Centers (Classroom)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A120344