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Study objective: Using an intervention package involving a group-oriented contingency for classroom preparation behavior (listening calmly to the teac …

The enhanced choice model of skill‐based treatment (ECM‐SBT; Rajaraman et al., 2021) is a package of behavioral treatment procedures with modifications designed to reduce risks associated with extinction of problem behavior. The skill‐based treatment component of this package (Hanley et al., 2014) has been investigated thoroughly in clinical settings, though fewer studies have been conducted in public schools. In this investigation, we systematically replicated Rajaraman et al.’s (2021) demonstration of the ECM‐SBT with 3 children enrolled in a public special day school for students with emotional and behavioral disorders. Intervention procedures were associated with increases in targeted alternative responses (i.e., communicative response, tolerance response, and cooperation with instructions) and decreased precursor behavior relative to baseline. Severe problem behavior was rare in both assessment and treatment. Participants chose to spend most appointment time participating in ECM‐SBT, indicating preference for treatment procedures over alternative contexts (i.e., free access to a break area with preferred activities; regular classroom instruction). These outcomes suggest ECM‐SBT has promise for safely teaching alternatives to problem behavior to children with emotional and behavioral disorders in school settings.

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Disruptive behavior during instruction is a common problem in elementary classrooms. One intervention to reduce disruptive behavior is the Good Behavior Game (GBG). In this study, the students of 2 early elementary classrooms experienced 3 versions of the GBG: experimenter‐implemented, teacher‐implemented, and student‐implemented. The effects of the GBG on disruptive behavior and peer interactions were evaluated using a combined reversal and multielement design. Student preference for conditions was assessed via a group arrangement of a concurrent‐chains preference assessment. All versions of the game reduced disruptive behavior compared to baseline, but the rate of disruptive behavior was slightly higher during the teacher‐implemented sessions in Class 1. Few peer interactions occurred during the game; however, negative interactions increased slightly in both classes during the GBG. Students overwhelmingly preferred the student‐implemented version of the game. This study provides support for student implementation of the GBG and offers an approach to student shared governance in the classroom.

AbstractBehavioral intervention manuals for children with autism spectrum disorder (ASD) commonly recommend that praise should be delivered in an enthusiastic tone of voice. Only a few studies, however, have explicitly tested this assumption, and results have been mixed. This study therefore compared the effects of enthusiastic and non‐enthusiastic tone of voice in praise on the behavior of children with ASD. We also examined how typically developing (TD) children responded to enthusiastic and non‐enthusiastic praise. Participants were 21 children with ASD matched on developmental age with the chronological age of 20 TD children. The effects of enthusiastic and non‐enthusiastic praise were assessed using an application on a tablet computer designed to isolate tone of voice as a variable in vocally delivered praise. Two buttons produced the same six praise statements, one with an enthusiastic tone of voice and one with a neutral tone of voice. Results showed that the children with ASD, on average, allocated more responding to the square on the tablet computer producing enthusiastic praise as compared to the square producing non‐enthusiastic praise. In addition, higher rates of responding to non‐enthusiastic praise correlated positively with higher IQ, suggesting that non‐enthusiastic praise was more effective for children with ASD with higher cognitive scores. The TD children, in contrast, did not allocate more responding to either the squares, suggesting that tone of voice in praise was not an important variable for the behavior of TD children.

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.

AbstractIn the absence of escape extinction, evidence suggests that positive reinforcement may decrease escape‐maintained behavior. A variety of reinforcers (e.g., food, tokens, and escape) have been used to strengthen alternative behavior in prior research. But, the differential effects of these reinforcers on an intervention's capacity to maintain low rates of problem behavior in the absence of escape extinction during schedule thinning remains unknown. The current study evaluated whether interventions incorporating the use of tokens would equal the effects (in terms of the intervention's capacity to maintain low rates of problem behavior during schedule thinning) of interventions that incorporated escape or food. Results showed that for two of three participants diagnosed with intellectual and developmental disabilities, token reinforcement produced therapeutic effects during schedule thinning. For all participants, the intervention involving negative reinforcement for compliance was either ineffective or deteriorated as the schedule of reinforcement was thinned.