Date of Award
Spring 5-2018
Degree Type
Masters Thesis
Degree Name
Master of Arts (MA)
Department
Psychology
Committee Chair
Brad Dufrene
Committee Chair Department
Psychology
Committee Member 2
Evan Dart
Committee Member 2 Department
Psychology
Committee Member 3
Keith Radley
Committee Member 3 Department
Psychology
Abstract
The current study extended current literature regarding using brief functional analysis methodologies to inform function-based intervention for increasing preschool students’ academically engaged behavior. Teachers were prompted through brief functional analysis procedures by the researcher. Brief functional analysis results informed two function-based interventions: an antecedent intervention - pre-session non-contingent reinforcement, and a reinforcement intervention – differential reinforcement of alternative behavior. The two interventions were compared according to effectiveness on increasing preschool students’ academically engaged behavior and social validity ratings from teachers. Results indicated for all three participants the reinforcement intervention was not only more effective, but also received higher social validity ratings.
Copyright
2018, Ashley Murphy
Recommended Citation
Murphy, Ashley, "Comparing The Relative Effectiveness Of Function-Based Antecedent And Reinforcement Interventions For Increasing Preschoolers’ Appropriate Behavior" (2018). Master's Theses. 360.
https://aquila.usm.edu/masters_theses/360