THE EFFECTS OF PRESESSION ATTENTION ON PROBLEM BEHAVIOR MAINTAINED BY DIFFERENT REINFORCERS

Authors


Special Education Program, Department of Educational Psychology, 224 Burton Hall, 178 Pillsbury Dr. S.E., Minneapolis, Minnesota 55455 (e-mail: jmccomas@tc.umn.edu)

Abstract

The effect of presession attention on the later occurrence of problem behavior was examined with elementary-school children with a range of disabilities. Results of analogue functional analyses suggested an escape function, an attention function, or both. Following the analogue functional analyses, the effects of two antecedent conditions (10-min ignore vs. 10-min attention) were compared on problem behavior in subsequent test conditions. For participants who displayed attention-maintained problem behavior, the test condition involved contingent attention for problem behavior. For participants who displayed escape-maintained problem behavior, the test condition involved contingent escape for problem behavior. Results indicated that participants who displayed attention-maintained problem behavior displayed less problem behavior following presession exposure to attention than when ignored. No such effect was found for presession attention on escape-maintained problem behavior. We discuss matching antecedent-based interventions to the results of functional analysis.

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