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Direct linkBanda, Devender R.; Sokolosky, Stephanie – Child & Family Behavior Therapy, 2012
This study was conducted to investigate the effectiveness of noncontingent attention (NCA) on disruptive talking-out behavior in a student diagnosed with attention deficit and hyperactivity disorder in the general education classroom. Functional analysis indicated that the talking-out behavior was maintained by teacher attention. We used an ABAB…
Descriptors: General Education, Hyperactivity, Behavior Modification, Validity
Download full textCodding, Robin S.; Livanis, Andrew; Pace, Gary M.; Vaca, Leslie – Journal of Applied Behavior Analysis, 2008
The current study replicated the positive effects of performance feedback on treatment integrity and extended previous work by examining reactivity using a multiple baseline design with alternating treatments for observer-present and observer-absent conditions on teachers' implementation of a classwide behavior plan. No differences were found…
Descriptors: Feedback (Response), Consultation Programs, Integrity, Teachers
Goldston, David B.; Walsh, Adam; Mayfield Arnold, Elizabeth; Reboussin, Beth; Sergent Daniel, Stephanie; Erkanli, Alaattin; Nutter, Dennis; Hickman, Enith; Palmes, Guy; Snider, Erica; Wood, Frank B. – Journal of the American Academy of Child and Adolescent Psychiatry, 2007
Objective: To examine psychiatric morbidity and functional impairment of adolescents with and without poor reading skills during mid- to late adolescence. Method: The sample consisted of 188 adolescents, 94 with poor reading skills and 94 with typical reading skills, screened from a larger sample in the public schools at age 15. To assess…
Descriptors: Late Adolescents, Economically Disadvantaged, Adolescents, Schizophrenia
