非连续性注意对情绪/行为障碍学生和替代环境下工作人员行为的影响

IF 1.7 4区教育学 Q2 EDUCATION, SPECIAL

Education and Treatment of Children Pub Date : 2019-04-11 DOI:10.1353/ETC.2019.0010

Christopher C. Rubow, Christina R. Noel, J. Wehby

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引用次数: 8

摘要

摘要:情绪与行为障碍(EBD)学生在课堂上的积极关注率通常较低。此外，EBD学生可能会受到教师和同伴的关注，这可能会加强破坏性行为。在我们的研究中，我们进行了两个实验，涉及一名特殊教育教师，一名本科工作人员和两名EBD学生。教师和工作人员都经过培训，对表现出破坏性行为的EBD学生提供非偶然注意(NCA)。非偶然注意减少了破坏性行为，增加了任务行为;此外，在所有的NCA课程中，教师和工作人员都给予了更多的表扬而不是谴责，而在基线课程中，两者都主要提供了谴责。结果表明，教育工作者可以实施NCA来减少破坏性行为，增加学生的任务行为，并改善教育工作者与EBD学生之间的互动。

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Effects of Noncontingent Attention on the Behavior of Students with Emotional/Behavioral Disorders and Staff in Alternative Settings

Abstract:Students with emotional and behavioral disorders (EBD) often receive low rates of positive attention in the classroom. Further, students with EBD may receive attention from teachers and peers contingent on disruptive behavior, which may reinforce disruption. In our study, we conducted two experiments, involving one special education teacher, one undergraduate staff, and two students with EBD. Both the teacher and the staff were trained to provide noncontingent attention (NCA) to the students with EBD who exhibited disruptive behavior maintained by attention. Noncontingent attention reduced disruptive behavior and increased on-task behavior; additionally, both the teacher and staff member provided more praise than reprimands during all NCA sessions, whereas both predominantly provided reprimands during baseline sessions. Results suggest educators can implement NCA to decrease disruptive behavior, increase student on-task behavior, and improve interactions between educational staff and students with EBD.

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来源期刊

Education and Treatment of Children Multiple-

CiteScore

1.70

自引率

10.00%

发文量

期刊介绍： Education and Treatment of Children (ETC) is devoted to the dissemination of information concerning the development of services for children and youth who are at risk for or experiencing emotional or behavioral problems. A primary criterion for publication is that the material be of direct value to educators, parents, child care providers, or mental health professionals in improving the effectiveness of their services. Therefore, authors are required to compose their manuscripts in a clear, concise style that will be readily understood by the practitioners who are likely to make use of the information.