The Effects of Simultaneous Intervention Using Differential Reinforcement of Incompatible Behavior and Response Interruption on Pica in a Child with Intellectual Disability: A Preliminary Study

2020 ◽  
Vol 36 (2) ◽  
pp. 231-247
Author(s):  
Seung Soo Hak ◽  
Sang Hur ◽  
Min Young Kim
Keyword(s):  
Intellectual Disability ◽  
Differential Reinforcement ◽  
Preliminary Study ◽  
Simultaneous Intervention ◽  
Response Interruption

Evidence‐Based Practice in the Classroom: Evaluating a Procedure for Reducing Perseverative Requesting in an Adolescent with Autism and Severe Intellectual Disability

2008 ◽  
Vol 32 (1) ◽  
pp. 55-65
Author(s):  
Jeff Sigafoos ◽  
Jennifer Ganz ◽  
Mark O’Reilly ◽  
Giulio Lancioni
Keyword(s):  
Special Education ◽  
Intellectual Disability ◽  
Special Educators ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Individual Level ◽  
Severe Intellectual Disability ◽  
Speech Generating Device ◽  
The Individual ◽  
Response Interruption

Management of inappropriate behaviour is a major priority in special education. Evidence‐based practice dictates that interventions to reduce inappropriate behaviour should be evaluated at the individual level to demonstrate their efficacy in the classroom. This study illustrates the evaluation of an evidence‐based procedure (response interruption) for reducing perseverative requesting in an adolescent boy with autism and severe intellectual disability. The boy used a speech‐generating device to request snacks during baseline and response interruption conditions. During both conditions, the boy had to wait 30 seconds while the snack was being prepared. Requests that occurred during this wait interval were defined as perseverative. Intervention involved blocking perseverative requests and prompting the child to wait. An ABAB design was used to evaluate the effects of the response interruption procedure. The results demonstrated that response interruption effectively reduced perseverative requesting, while maintaining appropriate requesting at other times. The study illustrates how special educators might evaluate evidence‐based practice in the classroom.

Eliminating Inappropriate Classroom Behavior Using a Dro Schedule: A Preliminary Study

1996 ◽  
Vol 78 (3) ◽  
pp. 753-754 ◽  
Author(s):  
Rangasamy Ramasamy ◽  
Ronald L. Taylor ◽  
Edward W. Ziegler
Keyword(s):  
Learning Disabilities ◽  
Classroom Behavior ◽  
Differential Reinforcement ◽  
Single Subject ◽  
Single Subject Design ◽  
Interval Schedule ◽  
Task Behavior ◽  
Subject Design ◽  
Preliminary Study ◽  
On Task Behavior

The purpose of this study was to eliminate out-of-seat behavior of a 14-yr.-old boy with learning disabilities using a single-subject design. Based on functional analysis, a Differential Reinforcement of Other Behavior interval schedule was used to eliminate an inappropriate behavior. During baseline, an average of 15 out-of-seat behavior problems were recorded. After 4 wk. of intervention, the inappropriate out-of-seat behavior was eliminated and on-task behavior improved.

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