RESISTANCE TO DISRUPTION IN A CLASSROOM SETTING
Copyright policy )RESISTANCE TO DISRUPTION IN A CLASSROOM SETTING
Substantial experimental evidence indicates that behavior reinforced on a denser schedule is more resistant to disruption than is behavior reinforced on a thinner schedule. The present experiment studied resistance to disruption in a natural educational environment. Responding during familiar activities was reinforced on a multiple variable‐interval (VI) 7‐s VI 30‐s schedule for 6 participants with developmental disabilities. Resistance to disruption was measured by presenting a distracting item. Response rates in the disruption components were compared to within‐session response rates in prior baseline components. Results were consistent with the predictions of behavioral momentum theory for 5 of 6 participants.
- Northeastern University United States
- New England Center for Children United States
- Northwestern University United States
- University of Massachusetts Medical School United States
Male, Schools, Behavioral Disciplines and Activities, Educational Psychology, Verbal Behavior, Developmental Disabilities, Reproducibility of Results, Experimental Analysis of Behavior, Behavior and Behavior Mechanisms, Operant, Treatment Outcome, Reinforcement (Psychology), Child, Preschool, Conditioning, Operant, Humans, Preschool, Child, Reinforcement, Psychology, Conditioning
Male, Schools, Behavioral Disciplines and Activities, Educational Psychology, Verbal Behavior, Developmental Disabilities, Reproducibility of Results, Experimental Analysis of Behavior, Behavior and Behavior Mechanisms, Operant, Treatment Outcome, Reinforcement (Psychology), Child, Preschool, Conditioning, Operant, Humans, Preschool, Child, Reinforcement, Psychology, Conditioning
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