A Comparison of Two Function-Based Interventions: NCR vs. DRO in Preschool Classrooms

Autor/inn/en	LaBrot, Zachary C.; Dufrene, Brad; Pasqua, Jamie; Radley, Keith C., III; Olmi, Joe; Bates-Brantley, Kayla; Helbig, Kate; Melendez, Marian; Murphy, Ashley
Titel	A Comparison of Two Function-Based Interventions: NCR vs. DRO in Preschool Classrooms
Quelle	In: Preventing School Failure, 62 (2018) 3, S.161-175 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Radley, Keith C., III)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2017.1408054
Schlagwörter	Comparative Analysis; Reinforcement; Contingency Management; Functional Behavioral Assessment; Behavior Modification; Student Behavior; Behavior Problems; Preschool Children; Outcomes of Treatment; Intervention; Program Effectiveness; Likert Scales + Suchen Sie Ihr Suchwort? Positive Verstärkung; Krisenbewältigung; Behaviour modification; Verhaltensänderung; Student behaviour; Schülerverhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Likert-Skala
Abstract	The purpose of this study was to determine the relative efficacy of non-contingent reinforcement (NCR) and differential reinforcement of other behavior (DRO) after behavioral functions were identified through indirect, descriptive, and experimental assessment. Participants included three preschool-age children in three center-based classrooms in a southeastern Head Start agency. Functional behavioral assessment data were used to inform treatment procedures, which were examined with an alternating treatments design. This study examined (a) relative differences in the efficacy of NCR and DRO in decreasing problem behaviors in preschool children, (b) relative differences in the efficacy of NCR and DRO in increasing appropriate behavior, (c) relative preference for functional behavioral assessment procedures, and (d) differential preference for NCR versus DRO for preschool teachers. Results indicated NCR was more effective than DRO for improving behavior for two of three participants, although both NCR and DRO were effective, relative to a control condition, for decreasing problem behaviors and increasing appropriate behaviors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01