The effects of peer-mediated momentary differential reinforcement of alternative behavior on the on-task behavior of elementary students with ASD.

Files

McLoughlin_dissertation_2015.pdf

Citation

McLoughlin, Erin C., author., “The effects of peer-mediated momentary differential reinforcement of alternative behavior on the on-task behavior of elementary students with ASD.,” Scholar@Simmons, accessed December 4, 2020, https://beatleyweb.simmons.edu/scholar/items/show/38.

Title

The effects of peer-mediated momentary differential reinforcement of alternative behavior on the on-task behavior of elementary students with ASD.

Creator

McLoughlin, Erin C., author.

Date

2015

Description

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.

Thesis (Ph.D.) -- Simmons College, 2015.

Bibliography: pages 90-97.

Subject

Autism spectrum disorders in children.
Adolescent psychology -- Research.
Behavior therapy for children.

Publisher

Simmons College (Boston, Mass.)

Format

1 PDF (110 pages)

Language

english

Type

Doctoral Dissertations

Identifier

RC553.A88.M356 2015

Collection