Initiative Description: A differential reinforcement of alternative behavior (DRA) procedure was implemented to reduce disruptive behavior. Data were collected using a 10 sec partial interval recording procedure with data being collected on the number of intervals of disruptive classroom behavior. Rate of replacement behaviors demonstrated by the participant were measured in responses per minute (raising hands, verbally requesting either a brief break from instruction or a brief social interaction with staff or another student). All treatment evaluation sessions took place during independent seat work activities.
Study Results: The intervention decreased the disruptive behavior of participants and the schedule of reinforcement was successfully adapted to a level that was practical for the classroom teacher to consistently implement.
Reference: Wright-Gallo, G. L., Reagon, K. A., & Davey, B. J. (2006). Classroom-Based Functional Analysis and Intervention for Students with Emotional/Behavioral Disorders. Education and Treatment of Children,29(3), 421-436.
Level of Evidence: Good