Effectiveness of Noncontingent Attention to Decrease Attention-Maintained Disruptive Behaviors in the General Education Classroom

Devender R. Banda, Stephanie Sokolosky

Research output: Contribution to journalArticle

10 Scopus citations

Abstract

This study was conducted to investigate the effectiveness of noncontingent attention (NCA) on disruptive talking-out behavior in a student diagnosed with attention deficit and hyperactivity disorder in the general education classroom. Functional analysis indicated that the talking-out behavior was maintained by teacher attention. We used an ABAB design in which the teacher implemented NCA. Results indicated that the strategy decreased the participant's talking-out behavior. Furthermore, social validity data indicated that the participant was able to spend more time on-task. Results and implications for research and practice are discussed.

Original languageEnglish
Pages (from-to)130-140
Number of pages11
JournalChild and Family Behavior Therapy
Volume34
Issue number2
DOIs
StatePublished - Apr 2012

Keywords

  • NCA
  • attention deficit and hyperactivity disorder
  • attention-maintained behavior
  • noncontingent reinforcement
  • talking-out

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