Classroom procedures for remediating behavior disorders

Williams, Betty Fry; Williams, Randy Lee; McLaughlin, T. F.

doi:10.1007/bf01045947

Cited by 5 publications

(2 citation statements)

References 83 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Most of the research dealing with token reinforcement procedures has taken place in elementary school settings (Kazdin, 1977;McLaughlin, 1975;McLaughlin & Williams, 1988;Williams, Williams, & McLaughlin, 1991). However, there have been some exceptions reported in the literature.…”

Section: Malabymentioning

confidence: 99%

Effects of token reinforcement and response cost on the accuracy of spelling performance with middle‐school special education students with behavior disorders

1998

Self Cite

View full text Add to dashboard Cite

The effects of token reinforcement and response cost on the accuracy of spelling performance with three adolescent special education students were examined. A multiple‐baseline design across students was used to evaluate the effects of token reinforcement and response cost intervention. A greater percent of accuracy on daily spelling exams was obtained during the token reinforcement plus response cost condition than during the baseline condition. This was replicated for each student. Follow‐up data collection indicated maintenance of behavior change over time. The benefits of implementing a token economy with a response cost component with middle‐school students with behavior disorders were discussed. © 1998 John Wiley & Sons, Ltd.

show abstract

Section: Malabymentioning

confidence: 99%

Effects of token reinforcement and response cost on the accuracy of spelling performance with middle‐school special education students with behavior disorders

1998

Self Cite

View full text Add to dashboard Cite

show abstract

“…Children with behavioral diculties, however, often miss out on the natural reinforcers because of academic disabilities and aversive social behaviors (Mattos et al, 1969). Where traditional methods have failed, the token economy system has often proven successful (Kazdin, 1977;McLaughlin & Williams, 1988;O'Leary & Drabman, 1971;Williams, Williams, & McLaughlin, 1991a;1991b). Tokens have been concrete (poker chip) or symbolic (points) rewards which derived their reinforcement value from``back-up'' reinforcers for which they were exchanged.…”

Section: Token Reinforcement Programsmentioning

confidence: 99%

Suggested behavioral interventions in the classroom to assist students prenatally exposed to drugs

1998

Self Cite

View full text Add to dashboard Cite

The population of children exposed prenatally to alcohol, cocaine, methamphetamine, and other legal or illegal substances has been rapidly growing in America. The known characteristics of this group include deficits in rule‐governed behavior, impulsivity, attention to task, language, sleep attachment, learning, social competence, coordination, hypersensitivity to environmental stimuli, and conduct problems. The purpose of this paper was to describe the characteristics of this population and match known, empirically demonstrated, data‐based strategies, such as teacher attention and praise, token reinforcement programs, daily report cards, contingency contracting, self‐instructional training, self‐management, peer tutoring, Direct Instruction, and combining behavior therapy with stimulant medication therapy, to specific academic and social deficits in children with parental histories of substance abuse. © 1998 John Wiley & Sons, Ltd.

show abstract

A dynamic developmental theory of attention-deficit/hyperactivity disorder (ADHD) predominantly hyperactive/impulsive and combined subtypes

et al. 2005

View full text Add to dashboard Cite

Attention-deficit/hyperactivity disorder (ADHD) is currently defined as a cognitive/behavioral developmental disorder where all clinical criteria are behavioral. Inattentiveness, overactivity, and impulsiveness are presently regarded as the main clinical symptoms. The dynamic developmental behavioral theory is based on the hypothesis that altered dopaminergic function plays a pivotal role by failing to modulate nondopaminergic (primarily glutamate and GABA) signal transmission appropriately. A hypofunctioning mesolimbic dopamine branch produces altered reinforcement of behavior and deficient extinction of previously reinforced behavior. This gives rise to delay aversion, development of hyperactivity in novel situations, impulsiveness, deficient sustained attention, increased behavioral variability, and failure to "inhibit" responses ("disinhibition"). A hypofunctioning mesocortical dopamine branch will cause attention response deficiencies (deficient orienting responses, impaired saccadic eye movements, and poorer attention responses toward a target) and poor behavioral planning (poor executive functions). A hypofunctioning nigrostriatal dopamine branch will cause impaired modulation of motor functions and deficient nondeclarative habit learning and memory. These impairments will give rise to apparent developmental delay, clumsiness, neurological "soft signs," and a "failure to inhibit" responses when quick reactions are required. Hypofunctioning dopamine branches represent the main individual predispositions in the present theory. The theory predicts that behavior and symptoms in ADHD result from the interplay between individual predispositions and the surroundings. The exact ADHD symptoms at a particular time in life will vary and be influenced by factors having positive or negative effects on symptom development. Altered or deficient learning and motor functions will produce special needs for optimal parenting and societal styles. Medication will to some degree normalize the underlying dopamine dysfunction and reduce the special needs of these children. The theory describes how individual predispositions interact with these conditions to produce behavioral, emotional, and cognitive effects that can turn into relatively stable behavioral patterns.

show abstract

Classroom procedures for remediating behavior disorders

Cited by 5 publications

References 83 publications

Effects of token reinforcement and response cost on the accuracy of spelling performance with middle‐school special education students with behavior disorders

Effects of token reinforcement and response cost on the accuracy of spelling performance with middle‐school special education students with behavior disorders

Suggested behavioral interventions in the classroom to assist students prenatally exposed to drugs

A dynamic developmental theory of attention-deficit/hyperactivity disorder (ADHD) predominantly hyperactive/impulsive and combined subtypes

Contact Info

Product

Resources

About