The effects of fixed-time escape on inappropriate and appropriate classroom behavior.

Authors

R. D. Waller
Thomas S. Higbee, Utah State UniversityFollow

Document Type

Article

Journal/Book Title/Conference

Journal of Applied Behavior Analysis

Volume

43

Publication Date

2010

First Page

149

Last Page

153

Abstract

Few studies have explored the effects of fixed-time (FT) reinforcement on escape-maintained behavior of students in a classroom setting. We measured the effects of an FT schedule on the disruptive and appropriate academic behaviors of 2 junior high students in a public school setting. Results demonstrated that FT escape from tasks resulted in a substantial decrease in disruptive behavior and an increase in time engaged in tasks for both participants.

Comments

Originally published by the Society for the Experimental Analysis of Behavior. Full text purchasing and subscription options available via remote link.

Recommended Citation

Waller, R.D. & Higbee, T.S. (2010). The effects of function-based fixed-time reinforcement on inappropriate and appropriate classroom behavior of students with mild cognitive disabilities. Journal of Applied Behavior Analysis, 43, 149-153.