DECREASING CLASSROOM MISBEHAVIOR THROUGH THE USE OF DRL SCHEDULES OF REINFORCEMENT<sup>1</sup>
Journal of Applied Behavior AnalysisPublished 1 September 1973Open access
Samuel M. Dietz, Alan C. Repp
Citations113
SJR quartileQ1
SJR score1.56
SNIP1.82
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TL;DR
In three studies, reinforcing low rates of responding reduced inappropriate behaviors and successively decreasing DRL limits were used to reduce off-task verbalizations of an entire high school business class.
Abstract
In three studies, reinforcing low rates of responding reduced inappropriate behaviors. In the first study, the talking-out behavior of one TMR student was reduced when the teacher allowed 5 min of free time for a talk-out rate less than 0.06 per minute. In a second study, the talking-out behavior of an entire TMR class was reduced when reinforcement was delivered for a response rate less than 0.10 per minute. In a third study, successively decreasing DRL limits were used to reduce off-task verbalizations of an entire high school business class. In each case, the DRL procedure proved manageable for the teacher and successful in reducing misbehavior.
Keywords
PsychologyNeuroscience
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