Reducing attention-maintained behavior through the use of positive punishment, differential reinforcement of low rates, and response marking

Behavioral Interventions

Volumn 24, Issue 4, 2009, Pages 249-263

  Shaw, Rick ^a   Simms, Tricia ^b  

^a Behavior Issues   (United States)

^b Lifeways Learning Center   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 70349873658     PISSN: 10720847     EISSN: 1099078X     Source Type: Journal    
DOI: 10.1002/bin.287     Document Type: Article

References (18)

1. Carr, E. D. (1977). The motivation of self-injurious behavior: A review of some hypotheses. Psychological Bulletin, 84, 800-816.
2. Carole, C., Miltenberger, R., Maki, A., Barenz, R., Jurgens, M., Sailer, A., et al. (2004). A comparison of response cost and differential reinforcement of other behavior to reduce disruptive behavior in a preschool classroom. Journal of Applied Behavior Analysis, 37, 411-415.
3. Day, R. M., Rea, J. A., Schussler, N. G., Larsen, S. E., & Johnson, W. L. (1988). A functionally based approach to treatment of self-injurious behavior. Behavior Modification, 12, 565-589.
4. Deitz, S. M., & Repp, A. C. (1973). Decreasing classroom misbehavior through the use of DRL schedules of reinforcement. Journal of Applied Behavior Analysis, 6, 457-463.
5. Durand, M. V., & Crimmins, D. B. (1988). Identifying variables maintaining self-injurious behavior. Journal of Autism and Developmental Disorders, 18, 99-117.
6. Grindle, C. F., & Remington, B. (2002). Discrete-trial training for autistic children when reward is delayed: A comparison of conditioned cue value and response marking. Journal of Applied Behavior Analysis, 35, 187-190.
7. Grindle, C. F., & Remington, B. (2004). Teaching children with autism using conditioned cue-value and response marking procedures: A socially valid procedure. Research in Developmental Disabilities, 25, 413-429.
8. Grindle, C. F., & Remington, B. (2005). Teaching children with autism when reward is delayed. The effects of two kinds of marking stimuli. Journal of Autism and Developmental Disorders, 35, 839-850.
9. Hanley, G. P., Piazza, C. C., & Fisher, W. W. (1997). Noncontingent presentation of attention and alternative stimuli in the treatment of attention-maintained destructive behavior. The Journal of Applied Behavior Analysis, 30, 229-237.
10. Harmatz, M. G., & Rasmussen, W. A. (1969). A behavior modification approach to head banging. Mental Hygiene, 53, 590-593.
11. Iwata, B. A., Vollmer, T. R., & Zarcone, J. R. (1990). The experimental (functional) analysis of behavior disorders: Methodology, applications, and limitations. In A. C. Repp, & N. N. Singh (Eds.), Perspectives on the use of no aversive interventions for persons with developmental disabilities (pp. 301-330). Sycamore, IL: Sycamore Publishing Co.
12. Lerman, D. C., & Vorndran, C. M. (2002). On the status of knowledge for using punishment: Implications for treating behavior disorders. The Journal of Applied Behavior Analysis, 35, 431-464.
13. Lieberman, D. A., McIntosh, D. C., & Thomas, G. V. (1979). Learning when reward is delayed: A marking hypothesis. Journal of Experimental Psychology, 5, 224-242.
14. Mace, F. C., Page, T. J., Ivancic, M. T., & O'Brien, S. (1986). Analysis of environmental determinants of aggression in mentally retarded children. Applied Research in Mental Retardation, 7, 203-221.
15. Moore, J. W., Mueller, M. M., Dubard, M., Roberts, D. S., & Sterling-Turner, H. E. (2002). The influence of therapist attention on self-injury during a tangible condition. The Journal of Applied Behavior Analysis, 35, 283-286.
16. Mason, S. A., & Iwata, B. A. (1990). Artifactual effects of sensory-integrative therapy on self-injurious behavior. Journal of Applied Behavior Analysis, 23, 361-370.
17. Skinner, B. (1969). Contingencies of reinforcement: A theoretical analysis. New York: AppletonCentury-Crofts.
18. Thomas, G. V., Lieberman, D. A., McIntosh, D. C., & Ronaldson, P. (1983). The role of marking when reward is delayed. Journal of Experimental Psychology: Animal Behavior Processes, 9, 401-411.