Author ORCID Identifier
Date Available
4-26-2023
Year of Publication
2023
Document Type
Master's Thesis
Degree Name
Master of Science in Applied Behavior Analysis
College
Education
Department/School/Program
Early Childhood, Special Education, and Counselor Education
Advisor
Dr. Sally B. Shepley
Abstract
In the present study, a concurrent operant analysis (COA) was conducted for one elementary aged student in a publicly funded school to determine if the results yielded an interpretable outcome to identify a potential reinforcer to increase work completion. A simultaneous treatments design was used during the COA to assess choice making behavior. The results of the COA indicated the student’s choice making behavior was maintained by access to attention. An indirect measure of motivation was used as a secondary assessment to identify a potential reinforcer to increase work completion and to determine if the results would align with the outcomes of the COA. Results of the indirect assessment yielded different outcomes and indicated the students work completion behavior was maintained by access to tangibles. Outcomes of the assessments were used to develop a token economy where the student could earn their preferred reinforcers contingent upon work completion. An alternating treatments design was used to systematically compare work completion during sessions where the reinforcer identified by the COA were available to sessions were the reinforcer identified by the indirect assessment were available. Results indicated that working for either identified reinforcer increased work completion to 100% completion.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2023.080
Recommended Citation
Matthews, Kailee Joy, "Comparing Indirect Assessment Results to a Direct Function Focused Preference Assessment to Identify Potential Reinforcers to Increase Task Completion in a School Setting" (2023). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 131.
https://uknowledge.uky.edu/edsrc_etds/131
