AI Article Synopsis
- The study tested how well full-session differential reinforcement of low rates of behavior (DRL) worked for three primary school kids in reducing how often they asked their teacher for attention.
- A DRL schedule was set lower than the kids' normal request rates, allowing them to still get help when needed, leading to a decrease in their requests for assistance.
- The teacher found the DRL approach effective and acceptable, and the study discusses potential reasons for the observed changes in the children's behavior.
Article Abstract
We evaluated the effectiveness of full-session differential reinforcement of low rates of behavior (DRL) on 3 primary school children's rates of requesting attention from their teacher. Using baseline rates of responding and teacher recommendations, we set a DRL schedule that was substantially lower than baseline yet still allowed the children access to teacher assistance. The DRL schedule was effective in reducing children's requests for assistance and approval, and the teacher found the intervention highly useful and acceptable. The possible mechanisms that account for behavior change using full-session DRL schedules are discussed.
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Source |
|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3177329 | PMC |
| http://dx.doi.org/10.1901/jaba.2011.44-451 | DOI Listing |
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