If a student engages in poking behavior that results in being sent to the hall, what function-based intervention might effectively reduce this behavior?

If a student engages in poking behavior that results in being sent to the hall, what function-based intervention might effectively reduce this behavior?

• A. Non-contingent positive reinforcement
• B. Time-out
• C. Non-contingent negative reinforcement
• D. Differential reinforcement of alternative behavior

Answer: (C)

The correct answer focuses on non-contingent negative reinforcement as a function-based intervention that could effectively decrease the poking behavior. This approach operates on the principle that the poking behavior is being maintained by escape from a situation or an undesirable consequence, such as being in the classroom. When the student engages in this behavior and is sent to the hall, they are likely escaping a demand or stressor present in the classroom, which reinforces the behavior. Implementing non-contingent negative reinforcement involves providing the student with regular opportunities to escape or avoid the unpleasant situation before they resort to the poking behavior. By doing so, the student learns that their needs for escape are being met without the need to engage in the problem behavior. This strategy can effectively diminish the poking behavior over time by reducing its reinforcement contingencies. The other options do not directly address the function of the behavior or may not be as effective in this context. Non-contingent positive reinforcement, for instance, involves providing reinforcement independently of the behavior, which does not address the issue of unwanted behavior serving as an escape from the classroom. Time-out removes the student from the situation, but if the poking behavior is already resulting in escape, this could inadvertently reinforce the behavior further. Differential

The correct answer focuses on non-contingent negative reinforcement as a function-based intervention that could effectively decrease the poking behavior. This approach operates on the principle that the poking behavior is being maintained by escape from a situation or an undesirable consequence, such as being in the classroom. When the student engages in this behavior and is sent to the hall, they are likely escaping a demand or stressor present in the classroom, which reinforces the behavior.

Implementing non-contingent negative reinforcement involves providing the student with regular opportunities to escape or avoid the unpleasant situation before they resort to the poking behavior. By doing so, the student learns that their needs for escape are being met without the need to engage in the problem behavior. This strategy can effectively diminish the poking behavior over time by reducing its reinforcement contingencies.

The other options do not directly address the function of the behavior or may not be as effective in this context. Non-contingent positive reinforcement, for instance, involves providing reinforcement independently of the behavior, which does not address the issue of unwanted behavior serving as an escape from the classroom. Time-out removes the student from the situation, but if the poking behavior is already resulting in escape, this could inadvertently reinforce the behavior further. Differential