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Related Experiment Videos

Selecting effective intervention strategies for escape-maintained academic-performance problems: Consider giving 'em

Maureen A O'Connor1, Edward J Daly1

  • 1University of Nebraska-Lincoln, United States.

Journal of School Psychology
|February 13, 2018
PubMed
Summary

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This study explored behavior-based interventions for elementary students struggling with math. Different strategies, including reinforcement and task choice, improved math computation fluency, but individual student needs require tailored approaches.

Area of Science:

  • Behavioral Psychology
  • Educational Psychology
  • Special Education

Background:

  • Academic responding in elementary students can be influenced by escape contingencies.
  • Understanding the function of behavior is crucial for effective intervention design.
  • Negative reinforcement plays a significant role in maintaining academic behaviors.

Purpose of the Study:

  • To compare the effectiveness of consequence- and antecedent-based strategies for improving math computation fluency.
  • To identify which treatments or combinations best enhance fluency in students with escape-motivated behavior.
  • To investigate the impact of different reinforcement procedures and task choice on academic performance.

Main Methods:

  • Functional analyses were conducted to identify students with escape-controlled academic responding.
Keywords:
ChoiceDifferential negative reinforcement of appropriate behaviorDifferential reinforcement of appropriate behaviorEscape-maintained behaviorFunctional analysisMath computation fluency

Related Experiment Videos

  • A multielement design was employed to assess four distinct treatments.
  • Treatments included Differential Reinforcement of Alternative Behavior (DRA), Non-contingent Reinforcement (NCR), task choice, and a combination of task choice and DRA.

    • Main Results:

    • All four tested treatments led to an increased rate of correct digits per minute for all participants.
    • Individual students demonstrated varied responses to the different interventions, highlighting differential effects.
    • Task choice, when combined with DRA, showed promising results, though individual responses varied.

    Conclusions:

    • Interventions for escape-motivated behavior in academic settings should be individualized.
    • Both antecedent (task choice) and consequence-based (reinforcement) strategies can improve math fluency.
    • Further research is needed to determine the optimal combination of treatments for specific student profiles.