Decreasing the Inattentive Behavior of Jordanian Children: A Group Experiment

Autor/inn/en	Zaghlawan, Hasan Y.; Ostrosky, Michaelene M.; Al-Khateeb, Jamal M.
Titel	Decreasing the Inattentive Behavior of Jordanian Children: A Group Experiment
Quelle	In: Education and Treatment of Children, 30 (2007) 3, S.49-64 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Experimental Groups; Control Groups; Attention Deficit Disorders; Foreign Countries; Grade 4; Grade 3; Reinforcement; Pretests Posttests; Research Design; Behavior Modification; Token Economy; Intervention; Jordan + Suchen Sie Ihr Suchwort? Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; School year 03; 3. Schuljahr; Schuljahr 03; Positive Verstärkung; Forschungsdesign; Behaviour modification; Verhaltensänderung; Token-Programm
Abstract	The present study investigated the efficacy of using response cost paired with Differential Reinforcement of Incompatible Behavior (DRI) to manage the inattentive behavior of 30 students attending third and fourth grade in Jordan. A pretest-posttest control group design was employed to evaluate the efficacy of response cost and DRI. Results showed that students who were instructed using response cost and DRI strategies reduced their inattentive behavior significantly compared with students in the control group. In addition, there was a significant difference between experimental group means on the posttest and follow-up, which occurred two weeks following the completion of the intervention. Issues regarding future research and implications for practice are discussed. (Contains 6 tables.) (Author).
Anmerkungen	West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/journals/details.php?id=7
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10