Citation

Jackson AT, Salzberg CL, Pacholl B, Dorsey DS. Educ. Treat. Child. 1981; 4(3): 195-215.

Copyright

(Copyright © 1981, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

This experiment reports the effects of an intensive intervention program on the behavior of an aggressive, disruptive, and defiant 10-year-old boy who was in danger of expulsion from public school. In Study I, increasing positive teacher attention contingent upon appropriate student behavior, in combination with a time-out procedure, dramatically decreased disruptive behavior while increasing time on task. Study II reports on the use of a remote management system. In this system, the child carried home the bus driver's daily record of the child's behavior on the school bus. When access to afternoon privileges at home was made contingent upon nondisruptive behavior on the school bus, disruptive behavior decreased rapidly. In Study III, the child's behavior at home was improved by teaching the mother to give simple directions, to give praise and tokens for appropriate direction-following, and to use a simple time-out from positive reinforcement procedure. A within-subject reversal design was used in all three studies to isolate the effects of the treatment procedures. The clearly desirable changes, which occurred in the experimental conditions and continued throughout the short term follow-up observations, support professional intervention procedures which are mediated by concerned but relatively untrained adults in the natural environment of the child. However, serious problems, which arose more than one year after treatment had been discontinued, highlight the necessity for continuing post-treatment follow-up and consultation service.

Language: en