ERIC Number: EJ1160447
Record Type: Journal
Publication Date: 2017-Dec
Abstractor: As Provided
Decreasing Excessive Bids for Attention in a Simulated Early Education Classroom
Becraft, Jessica L.; Borrero, John C.; Mendres-Smith, Amber E.; Castillo, Mariana I.
Journal of Behavioral Education, v26 n4 p371-393 Dec 2017
Differential-reinforcement-of-low-rate (DRL) schedules can be used to decrease, but not eliminate, excessive bids for teacher attention in a classroom. There are two primary methods of implementing a DRL: full session and spaced responding. Some research suggests that the full-session DRL may eliminate target responding. The purpose of the current study was to compare the effectiveness of and preference for the two DRL methods in a simulated preschool classroom. Three participants completed difficult puzzles in baseline, both DRL, and differential-reinforcement-of-other-behavior (DRO) conditions. In the spaced-responding and full-session DRL conditions, the optimal rate of bids for attention was approximately 75% (two participants) or 50% (one participant) of baseline responding. All participants requested attention near the optimal criterion in both DRL conditions and at a lower rate (near zero) in the DRO condition. Treatment preference of the students was assessed in a concurrent-chain arrangement. All participants preferred both types of DRL conditions to DRO, and two participants showed a preference for the full-session DRL. Results suggest that either DRL procedure may be suitable for a preschool classroom, but a full-session DRL may be ideal.
Descriptors: Behavior Modification, Program Effectiveness, Intervention, Preschool Education, Reinforcement, Simulation, Student Behavior, Teacher Student Relationship, Preferences
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A