Effects of Environmental Distractions on Teachers' Procedural Integrity with Three Function-Based Treatments

Autor/inn/en	Berdeaux, Kally L.; Lerman, Dorothea C.; Williams, Sarah D.
Titel	Effects of Environmental Distractions on Teachers' Procedural Integrity with Three Function-Based Treatments
Quelle	In: Journal of Applied Behavior Analysis, 55 (2022) 3, S.832-850 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.918
Schlagwörter	Behavior Problems; Attention; Teachers; Negative Reinforcement; Integrity; Student Behavior + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Lehrer; Lehrerin; Lehrende; Negative Verstärkung; Integrität; Student behaviour; Schülerverhalten
Abstract	Past research has demonstrated the effectiveness of teacher-implemented, function-based treatments for problem behavior, but no studies have evaluated the impact of distractions on teachers' procedural integrity. In this proof-of-concept study, the experimenters employed a laboratory analog to examine the impact of distractions on levels of integrity when 5 teachers implemented 3 different treatments. Although integrity was similar across treatments when the setting was free of distractions, integrity declined for all teachers in the presence of student-driven distractions. In general, distractions had a greater impact on the integrity of differential negative reinforcement of alternative behavior (DNRA) compared to differential negative reinforcement of other behavior (DNRO) and noncontingent escape (NCE), particularly for the delivery of reinforcement. However, teachers tended to have lower levels of integrity when responding to problem behavior during DNRO. These findings support the potential viability of this approach for studying factors that impede procedural integrity in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01