Victorious praise after school program

The staff participants were chosen because they were the staff in the classroom with the participants with ASD. There were two staff in each classroom, and one staff was chosen randomly from each room to participate in the study.

The first staff participant was Sarah. She was an undergraduate student in special education in her Junior year at a local university. Sarah had worked at this after-school program for 1 year prior to the study and had never implemented NCR prior to the study. The second participant was Hank. Hank was also a Junior special education major at a local university. He also had one 3-h course on ABA. Hank had worked at the after-school program for 1.

Both participants engaged in negative talk and property destruction that severely limited their ability to interact with their teachers and peers. Negative talk was defined as negative statements or vocalizations e. This category also included threats of physical aggression against a person or property, arguing with another person as in protest as well as any verbal refusal to comply with a command from the teacher. Negative talk was coded separately if at least 5 s passed between the end of one statement and the beginning of another.

Property destruction was defined as throwing, breaking, tearing, or other actions that destroyed classroom property. Property destruction was coded separately if at least 5 s passed between the end of one incident and the beginning of another. Observers used pen-and-pencil event-based recording to measure disruptive behavior and noncontingent reinforcement statements. All sessions were videotaped and later coded by two independent observers. Interobserver agreement IOA was measured as the total number of agreement plus the total number of disagreement divided by the total behaviors for each session.

These totals were then averaged. Procedural fidelity was measured as either an occurrence or nonoccurrence of appropriately delivered NCR. To be coded as an appropriate NCR delivery, the staff had to meet two criteria: a a neutral statement was made within 5 s of the 1-min-timed interval and b the statement was directed explicitly to the participant.

Any comment that was directed to the class as a whole, a praise statement or reprimand, or fell outside the 5-s mark was considered to be an inaccurate NCR. A BCBA conducted one training session prior to the initial baseline phase with each staff member in the study. The training sessions lasted approximately 1 h. The training included a PowerPoint discussion of why NCR was a promising intervention, a min video of a staff member modeling the NCR procedure in different settings, and a min mock practice session with corrective feedback.

During the training, the researcher and staff brainstormed examples and non examples of NCR statements that could be used. At the end of the training, staff were given a brief quiz about how to implement NCR. Prior to intervention, the schedule of reinforcement was determined by calculating the average rate of which the student was given teacher attention in the form of either praise or reprimands during baseline observations number rounded to the nearest minute.

For both participants, the schedule was determined to be a fixed-time FT 1-min schedule of reinforcement. Conditions included a baseline condition and NCR condition.

When training was complete and the schedule was chosen, the data collection began on the first baseline phase. Following baseline conditions in which consistent levels of problem behavior were observed, the NCR condition was implemented.

During NCR, the program activities were identical to baseline. The only change occurred during the min segment of social skills instruction. Overall, these results suggest that NCR consisting of attention effectively reduced problem behavior for both Frank and Charlie.

Thus, they both implemented the intervention with a high level of fidelity. Results of the current study corroborate previous research on the positive impacts NCR can have on reducing problem behavior e.

The current study extends previous research by showing that NCR can be used with high fidelity by staff unfamiliar with behavioral interventions in an after-school setting. Additionally, the current results indicate that NCR can be used with specific students with negative behaviors effectively in a group setting when only the target students are receiving NCR.

For practitioners, this study demonstrates the applicability of NCR in a setting that may be less structured than a typical classroom. Community-based programs are often staffed by non licensed educators. After that his life totally changed. Now he is full of zeal to deliver the captives Praise the Lord people of God. I feel privileged to write about the life transformation experience that i have personally experienced in the School of the Holy Spirit. I can assure you that once you enter the premises of Berachah Prophetic Ministry your Journey to Change starts.

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