A Comparison of Two Function-Based Interventions: NCR vs. DRO in a Preschool Classroom

<p>The purpose of this study was to determine the relative efficacy of non-contingent reinforcement (NCR) and differential reinforcement of other behavior (DRO) after behavioral functions have been identified through indirect, descriptive, and experimental assessment. Participants included three preschool-age children in center-based classrooms (Head Start) in a southeastern school district. Functional assessment data were used to inform treatment procedures, which were examined with an alternating treatments design. This study examined (1) relative differences in the efficacy of NCR and DRO in decreasing problem behaviors in preschool children, (2) relative differences in the efficacy of NCR and DRO in increasing appropriate behavior, (3) relative preference for functional assessment procedures, and (4) differential preference for NCR versus DRO for preschool teachers.</p>

Name thesis:degree_name

Master of Arts (MA)

Level thesis:degree_level

Masters Thesis

Discipline thesis:degree_discipline

Psychology

Year dc:date.available

2015

Author dc:creator

• LaBrot, Zachary C

Contributors dc:contributor

• Brad Dufrene
• Joe Olmi
• Keith Radley

• functional analysis
• early childhood
• behavioral intervention
• Applied Behavior Analysis
• School Psychology

Repository record dc:identifier

https://aquila.usm.edu/masters_theses/140

OAI identifier oai:identifier

oai:aquila.usm.edu:masters_theses-1155