Advisor(s)

Jessica Sassi

Contributor(s)

Jason Bourret, Paula Braga-Kenyon

Date of Award

2012

Date Accepted

4-2012

Degree Grantor

Northeastern University

Degree Level

M.S.

Degree Name

Master of Applied Behavior Analysis

Department or Academic Unit

Bouve College of Health Sciences, Department of Counseling and Applied Educational Psychology

Keywords

psychology, behavioral sciences, autism, peer attention, problem behavior

Disciplines

Psychology

Abstract

Peer attention has been cited as a maintaining variable for problem behavior in several studies (e.g., Jones, Drew, and Weber, 2000). However, there is little information on how often and under what conditions peers deliver attention. The purpose of the current study is to evaluate the relative probabilities of different forms of peer attention and problem behavior in a middle school classroom for students diagnosed with an Autism Spectrum Disorder. Observers recorded the occurrence of problem behavior, as well as forms of attention provided by peers. Results indicate that peer attention was more likely to occur following problem behavior than in the absence of problem behavior. Orienting was the most commonly-observed topography of peer attention and loud vocals and destruction were the topographies of problem behavior most likely to be followed by peer attention. Interobserver agreement data were collected for 26% of sessions and averaged 96%.

Document Type

Master's Thesis

Rights Information

copyright 2012

Rights Holder

Elizabeth S. Spring


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