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Eliminating inappropriate classroom behavior using a DRO schedule: a preliminary study

R Ramasamy1, R L Taylor, E W Ziegler

  • 1College of Education, Department of Exceptional Student Education, Florida Atlantic University, Boca Raton 33431-0991, USA.

Psychological Reports
|June 1, 1996
PubMed
Summary
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Differential Reinforcement of Other Behavior effectively eliminated out-of-seat behavior in a student with learning disabilities. This intervention also improved on-task classroom behavior.

Area of Science:

  • Behavioral Psychology
  • Special Education

Background:

  • Addressing disruptive behaviors in students with learning disabilities is crucial for academic success.
  • Functional analysis is key to understanding the triggers of challenging behaviors.

Observation:

  • A 14-year-old student with learning disabilities exhibited frequent out-of-seat behavior.
  • Baseline data indicated an average of 15 instances of this behavior per observation period.

Findings:

  • Implementation of a Differential Reinforcement of Other Behavior (DRO) interval schedule successfully eliminated out-of-seat behavior.
  • The intervention led to a significant improvement in the student's on-task behavior.

Implications:

  • DRO schedules are effective interventions for reducing disruptive behaviors in students with learning disabilities.

Related Experiment Videos

  • Targeted behavioral interventions can enhance classroom engagement and academic focus.