Noncontingent Escape Access to Self-Reinforcement to Increase Task Engagement for Students with Moderate to Severe Disabilities
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| Title: | Noncontingent Escape Access to Self-Reinforcement to Increase Task Engagement for Students with Moderate to Severe Disabilities |
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| Language: | English |
| Authors: | Cihak, David F., Gama, Robert I. |
| Source: | Education and Training in Developmental Disabilities. Dec 2008 43(4):556-568. |
| Availability: | Division on Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.dddcec.org |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 13 |
| Publication Date: | 2008 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Middle Schools |
| Descriptors: | Intervention, Behavior Modification, Self Reward, Negative Reinforcement, Behavior Problems, Teacher Attitudes, Classroom Environment, Mental Retardation, Attendance Patterns, Middle School Students, Functional Behavioral Assessment |
| ISSN: | 1547-0350 |
| Abstract: | This study determined the effectiveness of noncontingent escape access to self-reinforcement, as a student-directed intervention. Three students successfully used a break card to systematically decrease inappropriate behavior maintained by negative reinforcement while increasing task engagement. In addition, teachers completed an Intervention Rating Profile-15 that assessed the social acceptability of this interventions. All teachers indicated that self-reinforcement was socially acceptable for classroom settings and they would recommend it to other teachers. (Contains 3 figures.) |
| Abstractor: | As Provided |
| Number of References: | 47 |
| Entry Date: | 2008 |
| Access URL: | https://www.dddcec.org/etmrddv/TOC/tblecontents.htm |
| Accession Number: | EJ819946 |
| Database: | ERIC |
| Abstract: | This study determined the effectiveness of noncontingent escape access to self-reinforcement, as a student-directed intervention. Three students successfully used a break card to systematically decrease inappropriate behavior maintained by negative reinforcement while increasing task engagement. In addition, teachers completed an Intervention Rating Profile-15 that assessed the social acceptability of this interventions. All teachers indicated that self-reinforcement was socially acceptable for classroom settings and they would recommend it to other teachers. (Contains 3 figures.) |
|---|---|
| ISSN: | 1547-0350 |
