Using Noncontingent Reinforcement to Reduce Perseverative Speech and Increase Engagement during Social Skills Instruction

Autor/inn/en	Noel, Christina R.; Rubow, Christopher C.
Titel	Using Noncontingent Reinforcement to Reduce Perseverative Speech and Increase Engagement during Social Skills Instruction
Quelle	In: Education and Treatment of Children, 41 (2018) 2, S.157-168 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Reinforcement; Autism; Pervasive Developmental Disorders; Interpersonal Competence; Teaching Methods; Behavior Change; Behavior Problems; Speech Communication; Educational Environment; Males; Functional Behavioral Assessment; After School Programs; Elementary School Students; Intervention; Program Descriptions; Observation; Statistical Analysis + Suchen Sie Ihr Suchwort? Positive Verstärkung; Autismus; Interpersonale Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Male; Männliches Geschlecht; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Beobachtung; Statistische Analyse
Abstract	Noncontingent reinforcement (NCR) is an effective technique for reducing a variety of behaviors in individuals with autism spectrum disorders (ASD); however, prior researchers have not investigated the effects of NCR to reduce perseverative speech in children with ASD in naturalistic educational contexts. The current investigation evaluated the effects of NCR on perseverative speech and engagement for a 7-year-old boy diagnosed with ASD. After conducting functional behavior assessment (FBA), we determined the student's perseverative speech was maintained by attention. Using an A-B-A-B design, a teacher provided NCR to the student during group social skills training. Noncontingent reinforcement effectively reduced the student's perseverative speech and increased his engagement with social skills training. Results expand on prior literature by demonstrating NCR can be an effective behavior-reduction procedure for attention-maintained perseverative speech that occurs in naturalistic educational contexts; additionally, results indicated NCR increased appropriate academic behavior while simultaneously reducing inappropriate behavior. (As Provided).
Anmerkungen	West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01