Resistance to disruption in a classroom setting
Shriver Center; Center for Health Policy and Research; Intellectual and Developmental Disabilities Research Center
Child; Child, Preschool; Conditioning, Operant; Developmental Disabilities; Humans; Male; Reinforcement (Psychology); Reproducibility of Results; Schools; Treatment Outcome; Verbal Behavior
Behavioral Disciplines and Activities | Behavior and Behavior Mechanisms | Educational Psychology | Experimental Analysis of Behavior
Substantial experimental evidence indicates that behavior reinforced on a denser schedule is more resistant to disruption than is behavior reinforced on a thinner schedule. The present experiment studied resistance to disruption in a natural educational environment. Responding during familiar activities was reinforced on a multiple variable-interval (VI) 7-s VI 30-s schedule for 6 participants with developmental disabilities. Resistance to disruption was measured by presenting a distracting item. Response rates in the disruption components were compared to within-session response rates in prior baseline components. Results were consistent with the predictions of behavioral momentum theory for 5 of 6 participants.
DOI of Published Version
Parry-Cruwys DE, Neal CM, Ahearn WH, Wheeler EE, Premchander R, Loeb MB, Dube WV. Resistance to disruption in a classroom setting. J Appl Behav Anal. 2011 Summer;44(2):363-7. doi: 10.1901/jaba.2011.44-363. PubMed PMID: 21709794; PubMed Central PMCID: PMC3120074. Link to article on publisher's website
Journal of applied behavior analysis
Parry-Cruwys, Diana E.; Neal, Carrie M.; Ahearn, William H.; Wheeler, Emily E.; Premchander, Raseeka; Loeb, Melissa B.; and Dube, William V., "Resistance to disruption in a classroom setting" (2011). Center for Health Policy and Research (CHPR) Publications. 94.