Differential reinforcement of low rates of responding was used to reduce the disruptive behaviors of a blind boy with a learning disability. The number of disruptive behaviors that the boy could not exceed in any given day to earn reinforcements was established. If the subject did not exceed the established criterion, he was given access to reinforcers at the end of the school day. An overall 88 percent reduction was observed in the target behaviors across a 26-day period.
Get full access to this article
View all access options for this article.
References
1.
BarrishH.H., SaundersM., & WolfM.M. (1969). Good behavior game: Effects of individual contingencies for group consequences on disruptive behavior in a classroom.Journal of Applied Behavior Analysis, 2, 119–124.
2.
FoxxR.M. (1982). Decreasing behaviors of severely retarded and autistic persons.Champaign, IL: Research Press.
3.
HarrisV.W., & ShermanJ.A. (1973). Use and analysis of the “Good Behavior Game” to reduce disruptive classroom behavior.Journal of Applied Behavior Analysis, 6, 405–417.
4.
LuiselliJ.K. (1981). Consultation in residential treatment of visually impaired children.Journal of Visual Impairment & Blindness, 75, 353–358.
5.
LuiselliJ.K. (1988). Positive reinforcement interventions in the classroom.Journal of Visual Impairment & Blindness, 82, 17–20.
6.
MedlandM.B., & StacknickT.J. (1972). Good behavior game: A replication and systematic analysis.Journal of Applied Behavior Analysis, 5, 45–51.
7.
SalendS.J., ReynoldsC.J., & CoyleE.M. (1989). Individualizing the good behavior game across type and frequency of behavior with emotionally disturbed adolescents.Behavior Modification, 13, 108–126.
