Differential Reinforcement of Low Frequency Behavior as an Interdependent Group Contingency for Children Diagnosed with Autism Spectrum Disorder.

IF 1.2 4区教育学 Q3 EDUCATION, SPECIAL

Journal of Behavioral Education Pub Date : 2023-03-08 DOI:10.1007/s10864-023-09512-w

Tyler C Ré, Chrystal Jansz Rieken, Julie Ackerlund Brandt, Gena O Pacitto, Jair Yepez

引用次数: 0

Abstract

An ABAB reversal design was employed to evaluate the effect of differential reinforcement of low (DRL) frequency behavior as an interdependent group contingency on the frequency of vocal disruptions of five males, 6-14-years old, diagnosed with an autism spectrum disorder. The results showed lower frequencies of vocal disruptions during intervention conditions as compared to baseline conditions; the combination of DRL and interdependent group contingency was effective at reducing the target behavior from baseline levels. Implications of concurrent interventions for the applied setting are discussed.

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低频行为的差异强化作为被诊断为自闭症谱系障碍儿童的一个相互依赖的群体偶然事件。

采用ABAB反向设计来评估低频行为的差异强化（DRL）作为一种相互依存的群体偶然性对五名6-14岁被诊断为自闭症谱系障碍的男性发声中断频率的影响。结果显示，与基线条件相比，干预条件下发声中断的频率较低；DRL和相互依存的群体偶然性的结合在从基线水平减少目标行为方面是有效的。讨论了并行干预对应用环境的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Behavioral Education EDUCATION, SPECIAL-

CiteScore

4.30

自引率

10.00%

发文量

期刊介绍： The Journal of Behavioral Education is an international forum dedicated to publishing original research papers on the application of behavioral principles and technology to education. Education is defined broadly and the journal places no restriction on the types of participants involved in the reported studies--including by age, ability, or setting. Each quarterly issue presents empirical research investigating best-practices and innovative methods to address a wide range of educational targets and issues pertaining to the needs of diverse learners and to implementation. The Journal of Behavioral Education is a peer-reviewed scholarly journal whose target audience is educational researchers and practitioners including general and special education teachers, school psychologists, and other school personnel. Rigorous experimental designs, including single-subject with replication and group designs are considered for publication. An emphasis is placed on direct observation measures of the primary dependent variable in studies of educational issues, problems, and practices. Discussion articles and critical reviews also are published.