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Descriptive analysis of teachers' responses to problem behavior following training
Laura Addison1, Dorothea C Lerman
1Louisiana State University, USA.
Journal of Applied Behavior Analysis
|December 2, 2009
Summary
Teachers learned to withhold reinforcement for problem behavior, but escaping the behavior reinforced adult responses. This suggests that adult escape from child problem behavior can maintain countertherapeutic actions.
Area of Science:
- Behavioral Psychology
- Educational Psychology
- Child Psychology
Background:
- Previous research explored adult responses to child problem behavior.
- Understanding reinforcement schedules is crucial for behavior modification.
Purpose of the Study:
- To extend previous findings on teachers' responses to child problem behavior.
- To analyze how withholding reinforcement affects teacher behavior.
- To investigate the role of escape as a maintaining consequence for adult behavior.
Main Methods:
- Teachers were trained to withhold positive and negative reinforcement following child problem behavior.
- Teacher responses to problem behavior were analyzed post-training.
- Procedures from Sloman et al. (2005) were replicated and extended.
Main Results:
- Teacher responses were consistent with previous findings.
- Withholding reinforcement did not prevent the maintenance of certain adult behaviors.
- Escape from child problem behavior appeared to reinforce teacher actions.
Conclusions:
- Escape from child problem behavior can inadvertently shape and maintain countertherapeutic adult behavior.
- The findings highlight the importance of considering escape-maintained behavior in interventions.
- Further research is needed to develop strategies to mitigate this effect.
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