The differential effects of teacher and peer attention on the disruptive classroom behavior of three children with a diagnosis of attention deficit hyperactivity disorder.

We conducted functional analyses of classroom disruption during contingent teacher and peer attention conditions for 3 children with attention deficit hyperactivity disorder. Attention provided by peer confederates appeared to function as a distinct form of positive reinforcement for all 3 children.

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Detalhes bibliográficos
Main Authors: Northup, J, Broussard, C, Jones, K, George, T, Vollmer, T R, Herring, M
Formato: Artigo
Idioma:Inglês
Publicado em: 1995
Assuntos:
Research Article
Acesso em linha:https://ncbi.nlm.nih.gov/pmc/articles/PMC1279813/
https://ncbi.nlm.nih.gov/pubmed/7601806
https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1901/jaba.1995.28-227
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