Comparing The Relative Effectiveness Of Function-Based Antecedent And Reinforcement Interventions For Increasing Preschoolers’ Appropriate Behavior

<p>The current study extended current literature regarding using brief functional analysis methodologies to inform function-based intervention for increasing preschool students’ academically engaged behavior. Teachers were prompted through brief functional analysis procedures by the researcher. Brief functional analysis results informed two function-based interventions: an antecedent intervention - pre-session non-contingent reinforcement, and a reinforcement intervention – differential reinforcement of alternative behavior. The two interventions were compared according to effectiveness on increasing preschool students’ academically engaged behavior and social validity ratings from teachers. Results indicated for all three participants the reinforcement intervention was not only more effective, but also received higher social validity ratings.</p>

Name thesis:degree_name

Master of Arts (MA)

Level thesis:degree_level

Masters Thesis

Discipline thesis:degree_discipline

Psychology

Year dc:date.available

2018

Author dc:creator

• Murphy, Ashley

Contributors dc:contributor

• Brad Dufrene
• Evan Dart
• Keith Radley

• Preschool
• functional analysis
• DRA
• NCR
• School Psychology

Repository record dc:identifier

https://aquila.usm.edu/masters_theses/360

OAI identifier oai:identifier

oai:aquila.usm.edu:masters_theses-1408