Date of Award:

5-2012

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Special Education and Rehabilitation

Committee Chair(s)

Thomas S. Higbee

Committee

Thomas S. Higbee

Committee

Benjamin Lingugaris/Kraft

Committee

Kimberly Snow

Abstract

Many students with autism spectrum disorders (ASD) display problem behaviors that are maintained by teacher attention. Although noncontingent reinforcement (NCR) can be effective in reducing attention maintained problem behavior, it can be difficult for general education teachers, who have many other students in their classrooms, to implement NCR interventions when teacher attention is the maintaining reinforcer. In this study, we evaluated the effect of an NCR intervention in which peers delivered social attention to two students with ASD in Grades 3-6 whose problem behavior was shown to be maintained by teacher attention. The results of the study demonstrated that the Peer NCR intervention resulted in a clinically significant decrease in problem behavior and that it can be effectively implemented in a general education classroom environment.

Checksum

4b3fd3ad65dca5c10fdd3a594b2150f7

Comments

This work made publicly available electronically on September 20, 2012.

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