The effects of peer-mediated momentary differential reinforcement of alternative behavior on the on-task behavior of elementary students with ASD / by Erin C. McLoughlin.

Peer-mediated interventions historically have been effective to improve social and academic outcomes for children with ASD. The use of peer-mediated differential reinforcement of alternative behaviors can improve on-task behavior for elementary-age participants. The purpose of this study was to exte...

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Bibliographic Details
Online Access: Access Thesis
Main Author: McLoughlin, Erin C. (Author)
Corporate Author: Simmons College (Boston, Mass.)
Format: Thesis Book
Language:English
Published: Boston, Massachusetts : Simmons College, 2015.
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Summary:Peer-mediated interventions historically have been effective to improve social and academic outcomes for children with ASD. The use of peer-mediated differential reinforcement of alternative behaviors can improve on-task behavior for elementary-age participants. The purpose of this study was to extend the literature related to three topics: peer-mediated interventions, on-task behavior as a dependent variable for children with ASD, and the use of momentary DRA (m-DRA). Two 7-year-old participants with ASD each were paired with a 7- and 8-year old neurotypical peer. The peers learned to implement the m-DRA procedure, which included star stamps as primary and conditioned reinforcers for on-task behavior and a prompt for off-task behavior. In the reversal design for each participant, on-task behavior improved with the implementation of m-DRA. Future research should continue to refine the implementation of m-DRA and should examine the effects of pairing known reinforcers with peers praise.
Physical Description:1 PDF (110 pages)
Bibliography:Bibliography: pages 90-97.