Date of Award
Fall 12-2015
Degree Type
Masters Thesis
Degree Name
Master of Arts (MA)
Department
Psychology
Committee Chair
Brad Dufrene
Committee Chair Department
Psychology
Committee Member 2
Joe Olmi
Committee Member 2 Department
Psychology
Committee Member 3
Keith Radley
Committee Member 3 Department
Psychology
Abstract
The purpose of this study was to determine the relative efficacy of non-contingent reinforcement (NCR) and differential reinforcement of other behavior (DRO) after behavioral functions have been identified through indirect, descriptive, and experimental assessment. Participants included three preschool-age children in center-based classrooms (Head Start) in a southeastern school district. Functional assessment data were used to inform treatment procedures, which were examined with an alternating treatments design. This study examined (1) relative differences in the efficacy of NCR and DRO in decreasing problem behaviors in preschool children, (2) relative differences in the efficacy of NCR and DRO in increasing appropriate behavior, (3) relative preference for functional assessment procedures, and (4) differential preference for NCR versus DRO for preschool teachers.
Copyright
2015, Zachary C. LaBrot
Recommended Citation
LaBrot, Zachary C., "A Comparison of Two Function-Based Interventions: NCR vs. DRO in a Preschool Classroom" (2015). Master's Theses. 140.
https://aquila.usm.edu/masters_theses/140