Evaluation of DRO schedules to reduce disruptive behavior in a preschool classroom

被引：10

作者：

Conyers, C ^{[1
]}

Miltenberger, R ^{[1
]}

Romaniuk, C ^{[1
]}

Kopp, B ^{[1
]}

Himle, M ^{[1
]}

机构：

[1] N Dakota State Univ, Dept Psychol, Fargo, ND 58105 USA

来源：

CHILD & FAMILY BEHAVIOR THERAPY | 2003年 / 25卷 / 03期

关键词：

DRO schedules; disruptive behavior; preschool classroom;

D O I：

10.1300/J019v25n03_01

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

This study examined the effectiveness of momentary DRO (mDRO) and whole interval DRO (wDRO) schedules on high rates of disruptive behavior in a classroom of 22 children. In both procedures, children earned tokens for the absence of disruptive behavior and exchanged tokens for tangible or edible reinforcers. mDRO and wDRO, with tangible reinforcement, produced modest decreases in disruptive behavior (36%-44% decrease from baseline). However, wDRO with edible reinforcement produced larger decreases in disruptive behavior (66-81% decrease froth baseline). (C) 2003 by The Haworth Press, Inc. All rights reserved.

引用

页码：1 / 6

页数：6

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