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The effects of fixed-time escape on inappropriate and appropriate classroom behavior
Rachael D Waller1, Thomas S Higbee
1Utah State University, Logan, Utah 84322, USA.
Abstract:
Few studies have explored the effects of fixed-time (FT) reinforcement on escape-maintained behavior of students in a classroom setting. We measured the effects of an FT schedule on the disruptive and appropriate academic behaviors of 2 junior high students in a public school setting. Results demonstrated that FT escape from tasks resulted in a substantial decrease in disruptive behavior and an increase in time engaged in tasks for both participants.
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