The differential effects of teacher and peer attention on the disruptive classroom behavior of three children with a diagnosis of attention deficit hyperactivity disorder
J Northup, C Broussard, K Jones, T George, T R Vollmer, M Herring, J Northup, C Broussard, K Jones, T George, T R Vollmer, M Herring
Abstract
We conducted functional analyses of classroom disruption during contingent teacher and peer attention conditions for 3 children with attention deficit hyperactivity disorder. Attention provided by peer confederates appeared to function as a distinct form of positive reinforcement for all 3 children.
References
- J Appl Behav Anal. 1994 Summer;27(2):393-9
- J Appl Behav Anal. 1994 Summer;27(2):211-4
Source: PubMed