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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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. |
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Physical Description: | 1 PDF (110 pages) |
Bibliography: | Bibliography: pages 90-97. |