Reducing Disruptive Behavior in the Classroom Using Contingent-Interrupted Auditory Stimulation

Abstract

The present study evaluated a positive behavior therapy approach to managing disruptive screaming and crying in a classroom setting. A 10-year-old female with severe mental retardation, visual impairment, physical disabilities, and behavior problems served as the subject. Two events (tactile and auditory stimulation) were presented to the child in a contingent-interrupted stimulation paradigm. Specifically, stimuli were withdrawn contingent on targeted inappropriate behaviors. A withdrawal design was employed to assess the efficacy of tactile stimulation (using a back massager). Results indicated that tactile stimulation was ineffective in managing disruptive behavior during a discrimination task. However, application of auditory stimulation (using a tape recording of various environmental sounds) decreased disruptive behavior to zero levels. Experimental control in the latter case was documented in a multiple baseline design across settings (sitting while performing a discrimination task, kneeling, and standing). In addition, auditory stimulation was successfully faded by reducing the volume. Follow-up probes demonstrated maintenance of treatment gains up to 5 months.

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