A comparison of two function-based interventions: NCR vs. DRO in preschool classrooms

ABSTRACT

The purpose of this study was to determine the relative efficacy of non-contingent reinforcement (NCR) and differential reinforcement of other behavior (DRO) after behavioral functions were identified through indirect, descriptive, and experimental assessment. Participants included three preschool-age children in three center-based classrooms in a southeastern Head Start agency. Functional behavioral assessment data were used to inform treatment procedures, which were examined with an alternating treatments design. This study examined (a) relative differences in the efficacy of NCR and DRO in decreasing problem behaviors in preschool children, (b) relative differences in the efficacy of NCR and DRO in increasing appropriate behavior, (c) relative preference for functional behavioral assessment procedures, and (d) differential preference for NCR versus DRO for preschool teachers. Results indicated NCR was more effective than DRO for improving behavior for two of three participants, although both NCR and DRO were effective, relative to a control condition, for decreasing problem behaviors and increasing appropriate behaviors.

KEYWORDS:

• Early childhood
• behavioral assessment
• behavior intervention
• functional assessment
• early intervention

Additional information

Notes on contributors

Zachary C. LaBrot

Zachary C. LaBrot, Ph.D. is a postdoctoral fellow at the University of Nebraska Medical Center in behavioral pediatrics. Research interests include evaluation of school-based consultation, treatment utility of functional assessment, and various behavioral interventions in school- and clinic-based settings.

Brad Dufrene

Brad A. Dufrene, Ph.D. is a Professor in the Department of Psychology at The University of Southern Mississipp (USM). His research interests include prevention of Emotional and Behavioral Disorders in early childhood, especially children attending Head Start.

Jamie Pasqua

Jamie L. Pasqua, M.A. is a predoctoral intern at the University of Nebraska Medical Center. Applied practice and research interests include early intervention services, the evaluation/treatment of emotional and behavioral disorders, toilet training procedures, and early childhood development.

Keith C. Radley

Keith C. Radley, Ph.D., BCBA-D is an Assistant Professor in the School Psychology program at the University of Southern Mississippi. His research focuses on the application of behavioral interventions in school and clinic settings, particualrly to address social skills and classroom behavior.

Joe Olmi

Kayla Bates-Brantley is a 4th year graduate student in the School Psychology Doctoral Program at the University of Southern Mississippi and an alumnus of Mississippi State University. Her research and applied interests include behavioral consultation in the school setting, applied behavior analysis, developmental disabilities and early intervention for autism spectrum disorder.

Kayla Bates-Brantley

D. Joe Olmi, Ph.D. is currently a Professor and Chair in the Department of Psychology and a faculty member in the School Psychology Program at the University of Southern Mississippi. He consults with school districts on issues pertaining to positive behavioral intervention and support, disruptive behavior, classroom management, ADHD, and service delivery issues.

Kate Helbig

Kate A. Helbig is a doctoral student in the School Psychology program at The University of Southern Mississippi. Her research interests include applied behavior analysis, peer-mediated interventions, and social skills training.

Marian Melendez

Mariangely Melendez-Torres, M.A. is a graduate student in the School Psychology Program at the University of Southern Mississippi. Her primary research and practice interests are evidence-based practices for school-age children with Autism and other developmental disabilities, verbal behavior, behavioral consultation, positive behavioral supports for academic and behavioral change, and advocacy for underrepresented populations particularly English Language Learners in the United States.

Ashley Murphy

Ashley Murphy is a graduate student studying School Psychology at the University of Southern Mississippi who assisted with data collection for the current study. Her research interests include early intervention as well as parent and teacher training.