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RESPONSE-COST INTERVENTION with PRAISE

RESPONSE-COST INTERVENTION with PRAISE. Bethany Combs University of Utah March 2013. PROBLEM: John talks out during teacher instruction an average of 6 times per 15 minutes . DESIRED OUTCOME: John talks out during teacher instruction no more than 2 times per 15 minutes . John has ADHD

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RESPONSE-COST INTERVENTION with PRAISE

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  1. RESPONSE-COST INTERVENTION with PRAISE Bethany CombsUniversity of UtahMarch 2013

  2. PROBLEM: • John talks out during teacher instruction an average of 6 times per 15 minutes. DESIRED OUTCOME: • John talks out during teacher instruction no more than 2 times per 15 minutes.

  3. John has ADHD General Education teacher has a very large class and limited time to dedicate to the problem. John receives little praise in both the general and special education classrooms. John talks out both when he is excited about the topic and when he is bored with it. CONTRIBUTING FACTORS TO THE PROBLEM:

  4. INTERVENTION Response-Cost System: John will lose a number (beginning with the highest) for each talk out. JOHN

  5. INTERVENTION cont. • Implemented 2x a day in the Resource class. • Talk Out-speaking without permission any time that the teacher is instructing. • Response-Cost System- a procedure in which a specific amount of available reinforcers is contingently withdrawn following a response in an attempt to decrease behavior.

  6. No talk outs=“large” prize at the end of the day A loss of 1/3 paper numbers=“medium” prize A loss of 2/3 paper numbers=“small” prize Verbal praise every 2-3 minutes for quiet hand raises. Rewards

  7. An immediate loss of numbered slips Possible loss of prize Loss of praise CONSEQUENCES

  8. DATA COLLECTION Who: Special Ed teacher What: Behavior observation form-frequency recording When: Weekly Where: Resource Class (also in the general ed class once at the beginning and end of intervention.

  9. RESULTS

  10. DATA ANALYSIS This intervention proved successful when used in the resource class setting. The result was a decrease in talk outs. Findings did not generalize to the general ed class where the system was not used.

  11. Did the intervention work? The intervention did work and proved to be useful. If the general education teacher were able to conduct the same intervention, I hypothesize that John’s improvement would be accelerated. John was motivated by the daily rewards and praise. Within a week the number of talk out allowances on his intervention paper was decreased. It is the hope that in the future the reward system can be phased out.

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