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Noncontingent peer attention as treatment for disruptive classroom behavior.

A functional analysis isolated peer attention as the primary maintaining variable for disruptive behavior displayed by a student with attention deficit hyperactivity disorder. Using a brief reversal design, noncontingent reinforcement was then shown to reduce disruptive behavior relative to the peer...

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Detaylı Bibliyografya
Asıl Yazarlar: Jones, K M, Drew, H A, Weber, N L
Materyal Türü: Artigo
Dil:Inglês
Baskı/Yayın Bilgisi: 2000
Konular:
Online Erişim:https://ncbi.nlm.nih.gov/pmc/articles/PMC1284260/
https://ncbi.nlm.nih.gov/pubmed/11051579
https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1901/jaba.2000.33-343
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