Abstract
The effects of fixed-time (FT) reinforcement schedules on the disruptive behavior of 4 students in special education classrooms
were studied. Attention provided on FT schedules in the context of a multiple-baseline design across participants substantially
decreased all students’ challenging behavior. Disruptive behavior was maintained at levels lower than baseline throughout
reinforcement thinning and follow-up phases. The results extend existing literature on the use of FT schedules of reinforcement
and provide evidence that FT schedules of reinforcement can be practical to implement in special educational classroom settings.
were studied. Attention provided on FT schedules in the context of a multiple-baseline design across participants substantially
decreased all students’ challenging behavior. Disruptive behavior was maintained at levels lower than baseline throughout
reinforcement thinning and follow-up phases. The results extend existing literature on the use of FT schedules of reinforcement
and provide evidence that FT schedules of reinforcement can be practical to implement in special educational classroom settings.
- Content Type Journal Article
- Category Original Paper
- Pages 1-13
- DOI 10.1007/s10864-012-9147-z
- Authors
- Michelle Tomlin, Department of Psychology, Swansea University, Singleton Park, Swansea, SA2 8PP UK
- Phil Reed, Department of Psychology, Swansea University, Singleton Park, Swansea, SA2 8PP UK
- Journal Journal of Behavioral Education
- Online ISSN 1573-3513
- Print ISSN 1053-0819