We evaluated the effectiveness of full-session differential reinforcement of low rates of behavior (DRL) on three primary school children's rates of requesting attention from their teacher. Using baseline rates of responding and teacher recommendations, we set a DRL schedule that was substantially lower than baseline yet still allowed the children access to teacher assistance. The DRL schedule was effective in reducing children's requests for assistance and approval, and the teacher found the intervention highly useful and acceptable. The possible mechanisms accounting for behavior change using full-session DRL schedules are discussed.
- differential reinforcement of low rates
- classroom management
- primary school
- elementary school
- general education
- typically developing children