Graduation Year
2022
Document Type
Thesis
Degree
M.S.
Degree Name
Master of Science (M.S.)
Degree Granting Department
Child and Family Studies
Major Professor
Kimberly Crosland, Ph.D., BCBA-D
Committee Member
Catia Cividini-Motta, Ph.D., BCBA-D
Committee Member
Raymond G. Miltenberger, Ph.D., BCBA-D
Keywords
DRA, DRO, extinction, ASD, school, transitions
Abstract
School attendance is important for the social and academic development of children. Therefore, appropriate transitions to school are a necessary skill for students. Differential reinforcement of other behaviors (DRO) is a non-intrusive procedure used to decrease undesired behaviors. Likewise, differential reinforcement of alternative behaviors (DRA) is a widely used procedure to increase appropriate alternative behaviors while reducing inappropriate behaviors. This procedure has been assessed throughout behavior analytic literature alongside other behavioral components. The use of DRA without extinction has been shown to be an effective procedure to increase appropriate behaviors and decrease disruptive behaviors without completely withholding reinforcement for behaviors that may be difficult, or not advisable, to put under extinction. This study aimed to assess the effectiveness of an intervention package to increase the appropriate transitions into school of a child with autism spectrum disorder (ASD). Results from this study showed that the intervention appeared to be effective in increasing the client’s transitions within the 5-min timeframe, although the client continued to engage in at least one instance of problem behavior during transitions.
Scholar Commons Citation
Dimas Agudelo, Laura Catalina, "Using a Multicomponent Intervention to Increase Appropriate Transitions to School" (2022). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/9344
