Peer Prompting Reduces Disruptive Vocalizations of a Student with Developmental Disabilities in a General Eighth-Grade Classroom

Author:

Arceneaux Marcia C.1,Murdock Jane Y.2

Affiliation:

1. Marcia C. Arceneaux has a master's degree in educational psychology and is presently a doctoral candidate in the Department of Special Education at the University of New Orleans. Her focus of interest is school restructuring involving inclusive education. Address: Marcia C. Arceneaux, University of New Orleans, Department of Special Education, Education Building, Room 220, New Orleans, LA 70148.

2. Jane Y. Murdock, PhD, is a professor of special education at the University of New Orleans. She is primarily interested in teaching courses related to applied behavior analysis, particularly in classroom settings, and in working with students who are learning to implement single-subject research projects in applied settings.

Abstract

Using an ABAB withdrawal design, we investigated the effects of a simple peerprompting procedure on reducing or eliminating annoying/disruptive sounds made by a boy with developmental disabilities included in a general eighth-grade classroom. The data reveal that peer prompting notably reduced his inappropriate noises. Follow-up data 3 1/2 weeks and 5 weeks later revealed that the improvement persisted. In addition, anecdotal reports from the student's mother and new teacher when he advanced to a high school setting suggested that he responded well to a new peer and had not made any inappropriate/disruptive vocalizations in that second inclusive setting.

Publisher

SAGE Publications

Subject

Psychiatry and Mental health,Cognitive Neuroscience,Neurology (clinical),Neurology,Pediatrics, Perinatology and Child Health

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