Evaluation of DRO Schedules to Reduce Disruptive Behavior in a Preschool Classroom

Conyers, Carole; Miltenberger, Raymond G.; Romaniuk, Cathryn; Kopp, Brandon; Himle, Michael B.

doi:10.1300/j019v25n03_01

Cited by 20 publications

(19 citation statements)

References 4 publications

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“…First, reinforcers typically delivered were not necessarily those that maintained and competed with problem behavior (Harris & Wolchik, 1979;Repp et al, 1983;Sisson et al, 1988). Second, initial interval lengths often were selected arbitrarily, and in some cases, the contingencies were described to the subjects (Conyers, Miltenberger, Romaniuk, Kopp, & Himle, 2003;Repp et al, 1983). Finally, and most relevant to the present study, the delivery of reinforcement usually was preceded by the presentation of a signal, such as prompts or praise (Harris & Wolchik, 1979), gestures (Repp et al, 1983), or auditory cues including music (Sisson et al, 1988) or tones (Conyers et al, 2003).…”

Section: California State University Stanislausmentioning

confidence: 99%

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Evaluation of Fixed Momentary Dro Schedules Under Signaled and Unsignaled Arrangements

Hammond

Iwata

Fritz

et al. 2011

J of App Behav Analysis

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Fixed momentary schedules of differential reinforcement of other behavior (FM DRO) generally have been ineffective as treatment for problem behavior. Because most early research on FM DRO included presentation of a signal at the end of the DRO interval, it is unclear whether the limited effects of FM DRO were due to (a) the momentary response requirement of the schedule per se or (b) discrimination of the contingency made more salient by the signal. To separate these two potential influences, we compared the effects of signaled versus unsignaled FM DRO with 4 individuals with developmental disabilities whose problem behavior was maintained by social-positive reinforcement. During signaled FM DRO, the experimenter presented a visual stimulus 3 s prior to the end of the DRO interval and delivered reinforcement contingent on the absence of problem behavior at the second the interval elapsed. Unsignaled DRO was identical except that interval termination was not signaled. Results indicated that signaled FM DRO was effective in decreasing 2 subjects' problem behavior, whereas an unsignaled schedule was required for the remaining 2 subjects. These results suggest that the response requirement per se of FM DRO may not be problematic if it is not easily discriminated.

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Section: California State University Stanislausmentioning

confidence: 99%

“…? yes Lindberg et al (1999) variable functional none yes Kahng et al (2001) variable functional tone yes Conyers et al (2003) variable arbitrary? tone no…”

Section: Subjects and Settingmentioning

confidence: 99%

Evaluation of Fixed Momentary Dro Schedules Under Signaled and Unsignaled Arrangements

Hammond

Iwata

Fritz

et al. 2011

J of App Behav Analysis

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“…An important additional component of this intervention was that once the DRO program was successful during 10-min treatment sessions, it was integrated into the classroom during typical school activities and the DRO interval was eventually increased to five mins, a practical and manageable time interval. While much research has demonstrated the efficacy of DRO procedures in time-limited (e.g., 10-min) sessions in analog treatment settings (e.g., Cowdery, Iwata, & Pace, 1990;Mazaleski, Iwata, Vollmer, Zarcone, & Smith, 1993), few studies have examined the effects of these interventions in natural settings throughout the day (see Conyers, Miltenberger, & Romaniuk, 2003;Heard & Watson, 1997;Shabani, Wilder, & Flood, 2001). In the current study, long-term follow-up data are presented (see Table 1) that support the validity of this intervention when used throughout the day in the classroom setting.…”

Section: Treatment Of Vocal Stereotypymentioning

confidence: 99%

The analysis and treatment of vocal stereotypy in a child with autism

2005

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This study examined procedures for the assessment and treatment of automatically reinforced vocal stereotypy of a 6-year-old girl with autism. Stimulus assessments were conducted to identify toys that were correlated with higher rates of vocal stereotypy and toys that were not. A concurrent operants assessment identified preferred stimuli (toys that produced auditory stimulation), which were then used as reinforcers for the non-occurrence of vocal stereotypy. A reversal design was used to compare the effects of a fixed time schedule of reinforcement (FT 1-min) to differential reinforcement for the non-occurrence of behavior (DRO) to reduce vocal stereotypy. Implementation of the FT schedule revealed no effect, whereas the DRO schedule led to a reduction in the target behavior during treatment sessions and across the school day. This study adds to the body of literature supporting the identification of matched stimuli to reduce non-socially mediated problem behavior.

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“…If a specified number of tokens remain at the end of the session, a reinforcer is delivered (e.g., McGoey & DuPaul, 2000;Reynolds & Kelley, 1997). In the DRO procedure, children earn tokens for the absence of problem behavior in continuous intervals during the session and receive a reinforcer if they have a specified number of tokens at the end of the session (Conyers, Miltenberger, Romaniuk, Kopp, & Himle, 2003 mented individually with 4 children in a preschool setting. Conyers et al showed that DRO decreased problem behavior when implemented with an entire class of preschoolers.…”

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confidence: 99%

A Comparison of Response Cost and Differential Reinforcement of Other Behavior to Reduce Disruptive Behavior in a Preschool Classroom

Conyers

Miltenberger

Maki

et al. 2004

J of App Behav Analysis

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This study investigated the effectiveness of response cost and differential reinforcement of other behavior (DRO) in reducing the disruptive behaviors of 25 children in a preschool classroom. Using an alternating treatments design, disruptive behavior was reduced when the participants earned tokens for the absence of disruptive behavior (DRO) or lost tokens for the occurrence of disruptive behavior (response cost). Initially, DRO was more successful in reducing the number of disruptive behaviors; however, over time, response cost proved to be more effective.DESCRIPTORS: differential reinforcement, disruptive behavior, preschoolers, response cost A few researchers have demonstrated the effectiveness of response cost and differential reinforcement of other behavior (DRO) for managing aggressive and disruptive behavior of children in preschool settings. In the response-cost procedures, individual children start with a number of tokens and then lose tokens contingent on each instance of the problem behavior. If a specified number of tokens remain at the end of the session, a reinforcer is delivered (e.g., McGoey & DuPaul, 2000;Reynolds & Kelley, 1997). In the DRO procedure, children earn tokens for the absence of problem behavior in continuous intervals during the session and receive a reinforcer if they have a specified number of tokens at the end of the session (Conyers, Miltenberger, Romaniuk, Kopp, & Himle, 2003 mented individually with 4 children in a preschool setting. Conyers et al. showed that DRO decreased problem behavior when implemented with an entire class of preschoolers. The purpose of the present study was to compare the effectiveness of response cost and DRO implemented on a classwide basis with preschool children. METHOD Participants and SettingThe participants were 25 children in a preschool classroom. The participants included 4 girls and 21 boys, 4 to 5 years old, who exhibited a high level of disruptive behaviors. The study was conducted in a classroom (25 m by 25 m) with two to three teachers present during every session. Target Behaviors and Data CollectionWe recorded the number of children who exhibited disruptive behaviors during each observation interval using a 10-s interval-recording system (8 s observe, 2 s record). During all sessions, observation intervals were cued by a tape recorder with the vol-

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Evaluation of DRO Schedules to Reduce Disruptive Behavior in a Preschool Classroom

Cited by 20 publications

References 4 publications

Evaluation of Fixed Momentary Dro Schedules Under Signaled and Unsignaled Arrangements

Evaluation of Fixed Momentary Dro Schedules Under Signaled and Unsignaled Arrangements

The analysis and treatment of vocal stereotypy in a child with autism

A Comparison of Response Cost and Differential Reinforcement of Other Behavior to Reduce Disruptive Behavior in a Preschool Classroom

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