A descriptive assessment on the prevalence and qualitative characteristics of peer attention.

摘要

Studies have shown that in some cases, peer attention can maintain students' problem behavior (e.g., Northup et. al., 1995). These studies tend to use confederate peers and similar topographies of attention across all participants (reprimands). Information on events that typically follow problem behavior in the natural environment may provide some empirical validation for the use of peer-delivered consequences during functional analyses. Thompson & Iwata (2001) conducted a descriptive assessment to determine what types of consequences typically follow problem behavior in the natural environment, and although attention was a relatively common consequence, they reported that peer attention was rarely observed. The current study consists of two descriptive assessments that focus on peer attention as a consequence in a middle-school classroom. The first descriptive assessment is an extension of the Thompson and Iwata (2001) study and consists of a study on the prevalence of peer attention as a consequence for problem behavior in a middle school classroom. The second descriptive assessment consists of a study on the topographies of peer attention provided in the natural environment. Results from the first study indicated that the probability of peer attention following problem behavior was greater than unconditional probability of peer attention for eight of the eleven students, suggesting that peer attention is a common consequence for the problem behavior of middle school children. The results from second study indicated that the topography of peer attention varied widely, but rarely included statements regarding the behavior or reprimands.