TY - JOUR
T1 - Effectiveness of Noncontingent Attention to Decrease Attention-Maintained Disruptive Behaviors in the General Education Classroom
AU - Banda, Devender R.
AU - Sokolosky, Stephanie
PY - 2012/4
Y1 - 2012/4
N2 - 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.
AB - 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.
KW - NCA
KW - attention deficit and hyperactivity disorder
KW - attention-maintained behavior
KW - noncontingent reinforcement
KW - talking-out
UR - http://www.scopus.com/inward/record.url?scp=84862331720&partnerID=8YFLogxK
U2 - 10.1080/07317107.2012.684646
DO - 10.1080/07317107.2012.684646
M3 - Article
AN - SCOPUS:84862331720
SN - 0731-7107
VL - 34
SP - 130
EP - 140
JO - Child and Family Behavior Therapy
JF - Child and Family Behavior Therapy
IS - 2
ER -