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ERIC Number: EJ1448632
Record Type: Journal
Publication Date: 2024-Sep
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0748-8491
EISSN: EISSN-1934-8924
Comparison of COA and QABF Informed Interventions
Kailee Matthews; Lane Marquardt; Hannah Keene; Sally B. Shepley; Collin Shepley
Education and Treatment of Children, v47 n3 p259-269 2024
For students exhibiting challenging behaviors that are nondangerous to others and nondisruptive to classroom activities, such as daydreaming and doodling, educators are unlikely to refer these students for more individualized and resource-intensive behavioral support. As a step towards understanding how to address these students' motivational needs better, we conducted two assessments, an indirect rating scale and a direct assessment of a child's choice-making, known as a concurrent operant analysis (COA), to identify a reinforcer for work completion for an elementary-aged student in a school resource setting. An alternating treatments design was used to compare work completion when the COA-identified reinforcer was available relative to when the indirect assessment-identified reinforcer was available. Results indicated that both interventions effectively increased work completion. Future research recommendations related to direct and indirect assessments for individualizing interventions for students engaging in interfering behaviors that are nondangerous and nondisruptive are discussed.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A