Relative Effectiveness of DRO and Self-Monitoring in a General Education Classroom

Vance, Michael J.; Gresham, Frank M.; Dart, Evan H.

doi:10.1080/15377903.2012.643758

Cited by 11 publications

(5 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In fact, about half of the studies analysed in this review included function-based interventions with favourable results (Trussell et al, 2016). However, there are also several studies with non-function-based interventions (Vance et al, 2012), with positive results. In fewer numbers, studies with both types of interventions were not conclusive in distinguishing the effects of function-based and nonfunction-based interventions due to the characteristics of the research design, which did not control the possibility of isolated effects (Carter & Horner, 2009).…”

Section: Discussionmentioning

confidence: 97%

“…Thirteen studies (48.1%) used non-function-based interventions. Vance et al (2012) used two nonfunction-based interventions: differential reinforcement of other behaviour and self-monitoring.…”

Section: Interventions Strategies and Effectsmentioning

confidence: 99%

“…Six studies reported the author's role as trainer or as primary data collector (22.2%) as a possible limitation because of the lack of control over reactivity effects (e.g. Vance et al, 2012;Wu et al, 2010).…”

Section: Limitations Reported By the Reviewed Studiesmentioning

confidence: 99%

See 2 more Smart Citations

A Systematic Review of Behavioral Interventions for Elementary School Children with Social, Emotional and Behavioral Difficulties: Contributions from Single-Case Research Studies

Sanches-Ferreira¹,

Alves²,

Silveira-Maia³

et al. 2021

EUROPEAN J ED RES

View full text Add to dashboard Cite

<p style="text-align: justify;">Challenges arising from the classroom behavioral management of students with social, emotional and behavioral difficulties are a concern for educational professionals. The purpose of this study is to review common elements of behavior interventions for the disruptive behaviors of children with social, emotional and behavioral difficulties. A systematic review was conducted through an electronic search of studies (from 2000 to 2017) on ERIC, Web of Science, FRANCIS, and MEDLINE databases. The inclusion criteria involved: (i) an intervention improving behaviors at school of children with disruptive behaviors; (ii) elementary school children with the majority of the sample or average age between 6-11 years old; (iii) at least one measurable outcome focusing on social/emotional/behavioral outcomes; (iv) single-case designs. Of the 5339 articles that were identified in the initial screening, 27 met the criteria to be included in the review. Common characteristics of successful interventions are discussed to make recommendations for future implementation.</p>

show abstract

Section: Discussionmentioning

confidence: 97%

Section: Interventions Strategies and Effectsmentioning

confidence: 99%

See 1 more Smart Citation

A Systematic Review of Behavioral Interventions for Elementary School Children with Social, Emotional and Behavioral Difficulties: Contributions from Single-Case Research Studies

Sanches-Ferreira¹,

Alves²,

Silveira-Maia³

et al. 2021

EUROPEAN J ED RES

View full text Add to dashboard Cite

show abstract

“…In momentary DRO (mDRO) behavior is sampled at the specific moment the interval ends, and reinforcement is given if the target behavior is not evident at that time. Vance, Gresham, and Dart (2012) used DRO to decrease problem behavior for students whose problem behaviors were hypothesized to be functionally related to peer attention. Nuernberger, Vargo, and Ringdahl (2013) found DRO to be successful in reducing repetitive behavior in a teenager with ASD.…”

Section: Differential Reinforcement Of Other Behaviormentioning

confidence: 99%

Reductive procedures: Positive approaches to reducing the incidence of problem behavior.

Little¹,

Akin-Little²

2019

Behavioral Interventions in Schools: Evidence-Based Positive Strategies (2nd Ed.).

View full text Add to dashboard Cite

It is the intent of this chapter to present an overview of empirically supported and socially valid procedures to reduce the incidence of problem behavior in the classroom and summarize supplemental positive approaches to complement and build on these reductive procedures. Specifically, this chapter has three major objectives: (a) to discuss the concept of behavioral momentum and relate Newton's second law of motion to behavioral functioning; (b) to summarize the most recent research on reductive procedures, particularly time-out; and (c) to provide school personnel with evidence-based approaches to the use of reductive procedures that emphasize the positive, proper, and proactive aspects.

show abstract

“…Research has documented positive behavior change as a result of self-monitoring for students with a wide range of disabilities in the areas of academic engagement behavior, academic performance, and social skills in various types of educational settings (Bruhn, McDaniel, & Kreigh, 2015; Busacca, Anderson, & Moore, 2015; Carr, Moore, & Anderson, 2014b; Mooney, Ryan, Uhing, Reid, & Epstein, 2005; Southall & Gast, 2011). In general education or inclusive classroom settings where student academic engagement is expected, self-monitoring has been used to successfully improve academic engagement for students with attention deficit hyperactivity disorder (ADHD; Barry & Messer, 2003; Harris, Danoff Friedlander, Saddler, Frizzelle, & Graham, 2005; Rafferty, Arroyo, Ginnane, & Wilczynski, 2011; Vance, Gresham, & Dart, 2012), emotional and behavioral disorders (Rafferty, 2012), learning disabilities (Todd, Horner, & Sugai, 1999), developmental disabilities (Kartal & Ozkan, 2015), ASD (Callahan & Rademacher, 1999; Cihak et al, 2010; Rock, 2005; Rock & Thead, 2007), at-risk of failure (Hughes & Hendrickson, 1987), and without disabilities (Moore, Anderson, Glassenbury, Lang, & Didden, 2013).…”

mentioning

confidence: 99%

Using Self-Monitoring With Guided Goal Setting to Increase Academic Engagement for a Student With Autism in an Inclusive Classroom in China

Wang

Lee

et al. 2016

J Spec Educ

View full text Add to dashboard Cite

The purpose of this study was to investigate whether using self-monitoring with guided goal setting was effective in increasing academic engagement for a student with autism who frequently displayed disruptive behaviors in an inclusive classroom in China. A 9-year-old male student with autism participated in this study. A changing criterion single-subject design was used. Training on self-monitoring took place outside of the classroom prior to the implementation of self-monitoring and guided goal setting in the language art class in an inclusive classroom. The goal was gradually increased and determined by the student’s best performance on the previous phase. Results showed an increase in the student’s academic engagement during intervention. The student also maintained a high level of academic engagement during 1-week follow-up sessions without self-monitoring.

show abstract

Relative Effectiveness of DRO and Self-Monitoring in a General Education Classroom

Cited by 11 publications

References 21 publications

A Systematic Review of Behavioral Interventions for Elementary School Children with Social, Emotional and Behavioral Difficulties: Contributions from Single-Case Research Studies

A Systematic Review of Behavioral Interventions for Elementary School Children with Social, Emotional and Behavioral Difficulties: Contributions from Single-Case Research Studies

Reductive procedures: Positive approaches to reducing the incidence of problem behavior.

Using Self-Monitoring With Guided Goal Setting to Increase Academic Engagement for a Student With Autism in an Inclusive Classroom in China

Contact Info

Product

Resources

About