In this study, we examined the contribution of the extinction procedure in function-based interventions implemented in the general education classrooms of three at-risk elementary-aged students. Function-based interventions included antecedent adjustments, reinforcement procedures, and function-matched extinction procedures. Using a combined ABC and reversal phase design (A-B-A-B-C-B), a functional relation between the full intervention and dramatically improved levels of on-task behavior were clearly established. On removal of the extinction procedure, on-task behavior rapidly dropped to lower levels. Reinstatement of the full intervention occurred following the partial intervention condition. In every case, on-task levels rapidly improved. Using the Intervention Rating Profile–15 and Children’s Intervention Rating Profile, acceptability ratings were highest for full intervention. Limitations and implications for further research are presented.
- Just 8 people now have the same wealth as the poorest 3.6 billion
- Declaration of Principles on Public Education, Democracy, and the Role of Federal Government
- A cultural take on the links between religiosity, identity, and meaning in life in religious emerging adults
- OVC Fiscal Year (FY) 2017 Comprehensive Services for Victims of All Forms of Human Trafficking
- The yield from vitamin D screening among psychiatric inpatients
Category Specific RSS