Abstract

This study was designed to test the effectiveness of 2 different behavioral interventions: a high-probability request sequence and a differential reinforcement of alternative behaviors (DRA) procedure in a classroom setting. The aim of the interventions was to reduce the frequency of task refusal as well as increase the frequency of task compliance in adolescents in a general education setting. The study included 4 adolescents with the same teacher who were reported by their teacher as completing 50% or less of their course work since the beginning of the school year. The teacher implemented the interventions with the participants to test their potential effectiveness. Each student responded differently to the interventions. This was demonstrated using visual analysis of graphs as well as a comparison of descriptive statistics. Some were more compliant when the teacher implemented the high-probability request sequence; others demonstrated greater compliance with the DRA in place. Two participants also demonstrated higher levels of compliance beginning with placement of a camera (and operator) prior to the high-probability request sequence or the DRA implementation. These results indicate that each of these interventions may have the potential to increase compliance with classroom tasks for typically functioning adolescents through the mechanism of increased attention.

Degree

MS

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2019-07-01

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd10955

Keywords

refusal to work, differential reinforcement, high probability/low probability sequence, behavioral interventions

Language

english

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