A Comparison of Function-Based Differential Reinforcement Interventions for Children Engaging in Disruptive Classroom Behavior

Matthew W. LeGray, Brad A. Dufrene, Heather Sterling-Turner, D. Joe Olmi, Katherine Bellone

Research output: Contribution to journalArticle

20 Scopus citations

Abstract

This study provides a direct comparison of differential reinforcement of other behavior (DRO) and differential reinforcement of alternative behavior (DRA). Participants included three children in center-based classrooms referred for functional assessments due to disruptive classroom behavior. Functional assessments included interviews and brief functional analyses. An alternating treatments design was used to evaluate the relative effectiveness of function-based DRO and DRA interventions. Results indicated that both intervention procedures effectively reduced disruptive behavior, but the DRA procedure consistently resulted in greater reductions in disruptive behavior across all participants. Results are discussed in terms of directions for future functional assessment and intervention research as well as implications for applied practice.

Original languageEnglish (US)
Pages (from-to)185-204
Number of pages20
JournalJournal of Behavioral Education
Volume19
Issue number3
DOIs
StatePublished - Jul 28 2010

Keywords

  • Brief functional analysis
  • DRA
  • DRO
  • Differential reinforcement
  • Functional behavior assessment

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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