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Differential reinforcement with and without instructional fading
Joel E Ringdahl1, Kana Kitsukawa, Marc S Andelman
1The University of Iowa, USA. joel-ringdahl@uiowa.edu
Journal of Applied Behavior Analysis
|October 9, 2002
Summary
Differential reinforcement of alternative behavior (DRA) with instructional fading effectively reduces problem behavior in instructional settings. This treatment package is more effective than DRA alone, showing the benefits of gradually increasing instructional density.
Area of Science:
- Behavioral Psychology
- Applied Behavior Analysis
Background:
- Problem behavior during instruction is a significant challenge in educational settings.
- Differential reinforcement of alternative behavior (DRA) is a common intervention strategy.
- Instructional fading, a gradual increase in task demands, has shown promise in behavior modification.
Observation:
- The study compared two conditions of DRA: one with a consistent, lower rate of instructions and another with a gradually increasing rate (instructional fading).
- Problem behavior was measured during both conditions.
Findings:
- Differential reinforcement of alternative behavior (DRA) combined with instructional fading resulted in significantly less problem behavior compared to DRA without fading.
- Instructional fading enhanced the effectiveness of the DRA treatment package.
Implications:
- Instructional fading is a valuable component for enhancing the efficacy of DRA interventions.
- This approach offers a promising strategy for managing and reducing challenging behaviors in educational contexts.
- The findings support the integration of gradual increases in instructional demands within behavioral treatment plans.