This study evaluated the effects of a peer-administered positive behavioral support intervention on a school-wide problem behavior. Utilizing the differential reinforcement of incompatible behaviors method (DRl), peer monitors praised incidences of walking in order to decrease incidences of running in the hallway. A multiple baseline design across two hallway settings was used to evaluate the effect of peer monitors administering verbal praise and praise notes to students who demonstrated the desired behavior, walking. A lottery drawing in which recipients of praise notes received small prizes was conducted at the end of each week during the treatment phase. Results indicated that incidences of running significantly decreased following implementation of the peer-administered positive behavioral support intervention in both settings. In addition, a maintenance phase suggested that treatment effects were maintained when the peer-administered intervention was withdrawn in the two hallway settings. Results were socially validated by teachers who indicated that they were generally satisfied with the intervention four weeks after termination of the treatment phase. Implications for research and practice are discussed.
| Identifer | oai:union.ndltd.org:UTAHS/oai:digitalcommons.usu.edu:etd-7252 |
| Date | 01 May 2003 |
| Creators | Brent, Meredith L. |
| Publisher | DigitalCommons@USU |
| Source Sets | Utah State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | All Graduate Theses and Dissertations |
| Rights | Copyright for this work is held by the author. Transmission or reproduction of materials protected by copyright beyond that allowed by fair use requires the written permission of the copyright owners. Works not in the public domain cannot be commercially exploited without permission of the copyright owner. Responsibility for any use rests exclusively with the user. For more information contact digitalcommons@usu.edu. |
Page generated in 0.0019 seconds