Association for Behavior Analysis International

Noncontingent reinforcement (NCR) is the provision of reinforcing stimuli at fixed intervals, regardless of behavior, while simultaneously extinguishing a behavior that has the same reinforcing stimuli. Noncontingent reinforcement is an evidence-based practice for reducing maladaptive behaviors with a variety of maintaining stimuli in individuals with developmental disabilities (Carr, Severtson, & Lepper, 2009). Noncontingent reinforcement has previously been used to reduce disruptive classroom behaviors in students with emotional/behavioral disorders (EBD) in a psychiatric hospital setting (Rasmussen & O�Neill, 2006). The purpose of this study was to determine the effectiveness of NCR for decreasing disruptive classroom behaviors maintained by attention in a student with EBD. A secondary purpose was to determine the effects of NCR on teacher praise and reprimands. Using a withdrawal design, NCR was provided to a student with EBD during typical classroom instruction. Resulting data supported the effectiveness of NCR to decrease this student�s disruptive behaviors. Additionally, during intervention phases, teacher praise statements increased and teacher reprimands decreased. Results suggest NCR can be used to decrease disruptive classroom behaviors maintained by attention and improve student-teacher dynamics.

The purposes of the present study were (a) to demonstrate the supportive behavior of assistant teachers in group-oriented regular classrooms in Japan using direct behavioral observation and (b) to examine assistant teachers' descriptive assessment of off-task behaviors of children with special educational needs. Two regular classrooms in a public elementary school in Kobe City were used for this study. The participants of behavioral observation were two assistant teachers: teacher "A", a 40-year-old female supporting a first grade class; and teacher "B", a 43-year-old female supporting a second grade class. We used 30-second interval recordings to observe their supportive behaviors, and antecedent and consequent events. The results of the behavioral observation showed that the most practiced behavior for both teachers was "doing things together" with an average of 25.8%, e.g., letting the target child write in a notebook and read a textbook while at the child's side. "Sitting beside the target child" was the most conducted supportive behavior for teacher A (26.9%), whereas "checking" was the most conducted supportive behavior for teacher B (28.9%). The results of the descriptive assessment revealed that many assistant teachers focused on and supported inattentive behaviors of target children.

The purpose of this study was to examine an intervention package on teachers understanding and management of challenging behavior. The study was conducted with five general educators in elementary grades with students with and without disabilities (K-4). A multiple baseline across participants was used to examine both student behavior and teacher behavior and observational data were recorded throughout all phases. After baseline, in Phase One, teachers were provided with an inservice to model typical professional development about function-based interventions and how to recognize and identify the antecedent (and setting events), the operational behavior, and the consequences. In Phase two, teachers were provided with coaching sessions collaboratively with the researcher, to develop interventions to match the function of each students behavior. Results indicate that when teachers were provided with coaching, student challenging behavior decreased and teacher behavior to use effective interventions increased.

This poster will present data from two function-based behavioral interventions that were implemented to decrease the occurrences of off-task behavior by two fourth-grade students with moderate disabilities. Both students were receiving services under IDEA 2004 having been identified with Learning Disabilities. Off-task was defined as any occurrence of the following: looking away from the board, teacher or unfinished work for longer than five seconds, eyes closed and head on students' desk, out of seat, vocal verbal non-content related statements or noises to adults or peers, eyes away from the teacher or text at the time of the observation or playing with items not related to the current lesson. The students were engaging in this behavior in order to escape unwanted tasks and/or gain peer and adult attention. A reversal design was used to verify the effectiveness of the intervention selected. For Chris, whose behavior was maintained both by escape and attention, response cost was implemented using an ABAB design. During baseline his off-task behavior occurred an average of six times during a 15-minute observation. During intervention the students average off-task behaviors decreased to 1.5 occurrences. During the return to baseline, the average off-task behaviors increased well above the initial baseline levels to an average of 11 occurrences. The final implementation phase resulted in an average of 1.68 occurrences of off-task behavior. For David, whose behavior was escape motivated an ABA design was implemented using a self-monitoring system with the MotivAider. During baseline, this student averaged 11 occurrences of off-task behavior and during intervention averaged 4 occurrences, using momentary time-sampling. At the time of submission, data for the return to baseline phase were being collected.

Through teacher consultation, an intervention was implemented to decrease student office referrals that were a result of excessive "blurting out" in the classroom. "Blurting out," which was defined as speaking out of turn, typically resulted in the teacher sending the student to the office. The teacher identified that referrals were highest during the 90-minute reading block period. A self-monitoring intervention and token economy reward system was implemented by the classroom teacher. Additionally, the teacher was instructed to attend to the student only if he raised his hand before speaking. If the child demonstrated "blurting" behaviors, the teacher was instructed to ignore the student. Results indicated that there were a variable number of referrals during baseline. Referrals dropped to zero per week over several weeks after the intervention was implemented. Additionally, treatment integrity observations indicate that the intervention was performed with integrity. Overall, the implementation of self-monitoring and use of a token economy reward system delivered through a consultation model improved classroom behavior.

This survey explored rural educators knowledge and application of applied behavior analysis and barriers to implementation. Results can guide the design of training materials and planning of professional development in rural schools. Teachers from three Midwestern rural districts participated in the survey. We currently have 64 responses but expect to collect at least 200 by April. Current survey completers were mostly general education secondary teachers (66%) from rural schools (90%). Most (50) were experienced teachers, female (76%), and half had Masters degrees. About 55% taught in inclusion classrooms. About half had taken a college course on behavior management; only 30% had taken a course in applied behavior analysis. When questioned about their knowledge of ABA, 100% of respondents rated that they were knowledgeable about positive reinforcement using teacher praise and food. More than half rated themselves as knowledgeable or very knowledgeable for each of the 17 items. A few respondents had no knowledge of 8 of the principles. Three strategies were used most: praise and social reinforcement, modeling, and prompting. Least used were over correction, group contingencies, primary reinforcement, and token economies. Identified barriers included lack of knowledge and feedback and a lack of understanding of effective use. (198 words)

The overjustification effect, a concept from self-perception theory, states that an individuals intrinsic motivation to engage in activities is lost following reinforcement. However, previous research suggests the level of intrinsic motivation may be an important variable in the occurrence of the overjustification effect. An individuals intrinsic motivation (or preference) may be measured directly through preference assessments. Because reinforcement is commonly used in educational settings, for activities of varying preference, it is important to evaluate this phenomenon and the effects of different preference levels. For the current study, participants preference for various tasks was evaluated using a modified-MSWO procedure. Next, an evaluation was conducted to determine if this initial preference (high, moderate, or low) would affect the prevalence of the overjustification effect following reinforcement. For one participant, the overjustification effect occurred for the high-preferred task, but it did not occur for the second participant with any task. Based on these data, it is unlikely that the overjustification effect will occur following moderate- and low-preferred tasks, the tasks for which reinforcement is most likely to be provided.