Examining the role of peer attention in maintaining problem behavior using indirect questionnaire, direct observation, and functional analysis

Document Type

Thesis

College

College of Arts and Sciences

Department

Psychology

Degree

M.S. Applied Behavior Analysis

Date Completed

2013

First Committee Member

Bourret, Jason

Second Committee Member

Thompson, Rachel

Third Committee Member

Sassi, Jessica

Abstract

"While there has been a significant amount of research on attention as a reinforcer for problem behavior, most studies of attention-maintained problem behavior have focused on attention delivered by adults. In the current study, we investigated the reported and actual prevalence of peer attention following problem behavior for children with autism and whether this attention can maintain problem behavior. In Study 1, for 21 of the 31 participants, more than 50% of their teachers reported on a questionnaire that peer attention was delivered contingent on problem behavior. For two of the six participants in Study 2, a descriptive assessment showed that peer attention occurred more frequently following problem behavior than when problem behavior was not occurring. In Study 3, a functional analysis showed the participant’s problem behavior was maintained by peer attention."

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