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dc.contributor.advisorHarvey, A. Celeste
dc.contributor.authorStroker, Lauren
dc.date.accessioned2017-01-13T21:28:39Z
dc.date.available2017-01-13T21:28:39Z
dc.date.issued2016-12
dc.identifier.urihttp://hdl.handle.net/11141/1139
dc.descriptionThesis (M.S.) - Florida Institute of Technology, 2016en_US
dc.description.abstractOne method of assessing reinforcer strength is to use a progressive ratio (PR) schedule of reinforcement, whereby response requirements to access reinforcers gradually increase. PR schedules have been used to assess reinforcer potency in numerous applications with nonhumans in basic research, children and adults with disabilities, and individuals with histories of substance abuse problems. However, the utility of PR schedules to determine robust reinforcers has not been assessed with children with attention deficit – hyperactivity disorder (ADHD) regarding academic tasks, such as mathematics. The inability to remain on task presents a challenge for teachers in schools, and poses detrimental effects on children who may fail to achieve academic success. In the present study, we evaluated the effectiveness of PR schedules for increasing mathematics compliance in two children with ADHD and one child who was identified as highly distractible and frequently off-task by teachers and parents.en_US
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen_US
dc.rightsCopyright held by author.en_US
dc.titleEvaluating Computerized Math Performance Using Progressive Ratio Schedules in Children With Attention Deficit Hyperactivity Disorderen_US
dc.typeThesisen_US
dc.date.updated2017-01-10T16:26:53Z
thesis.degree.nameMaster of Science In Applied Behavior Analysisen_US
thesis.degree.levelMastersen_US
thesis.degree.disciplineApplied Behavior Analysisen_US
thesis.degree.departmentBehavior Analysisen_US
thesis.degree.grantorFlorida Institute of Technologyen_US
dc.type.materialtext


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