Evaluation of DRO Schedules to Reduce Disruptive Behavior in a Preschool Classroom

ABSTRACT

This study examined the effectiveness of momentary DRO (mDRO) and whole interval DRO (wDRO) schedules on high rates of disruptive behavior in a classroom of 22 children. In both procedures, children earned tokens for the absence of disruptive behavior and exchanged tokens for tangible or edible reinforcers. mDRO and wDRO, with tangible reinforcement, produced modest decreases in disruptive behavior (36%–44% decrease from baseline). However, wDRO with edible reinforcement produced larger decreases in disruptive behavior (66–81% decrease from baseline).

KEYWORDS:

• DRO schedules
• disruptive behavior
• preschool classroom