Past research has demonstrated the effectiveness of teacher-implemented, function-based treatments for problem behavior, but no studies have evaluated the impact of distractions on teachers' procedural integrity. In this proof-of-concept study, the experimenters employed a laboratory analog to examine the impact of distractions on levels of integrity when 5 teachers implemented 3 different treatments. Although integrity was similar across treatments when the setting was free of distractions, integrity declined for all teachers in the presence of student-driven distractions. In general, distractions had a greater impact on the integrity of differential negative reinforcement of alternative behavior (DNRA) compared to differential negative reinforcement of other behavior (DNRO) and noncontingent escape (NCE), particularly for the delivery of reinforcement. However, teachers tended to have lower levels of integrity when responding to problem behavior during DNRO. These findings support the potential viability of this approach for studying factors that impede procedural integrity in the classroom.

中文翻译：

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三种基于功能的治疗方法对环境干扰对教师程序完整性的影响

过去的研究已经证明了教师实施的、基于功能的治疗问题行为的有效性，但没有研究评估分心对教师程序完整性的影响。在这项概念验证研究中，当 5 名教师实施 3 种不同的治疗时，实验者使用实验室模拟来检查分心对完整性水平的影响。尽管在没有分心的环境下，所有治疗的诚信度相似，但在存在学生驱动的分心时，所有教师的诚信度都下降了。一般来说，与其他行为的差异负强化（DNRO）和非偶然逃避（NCE）相比，分心对替代行为的差异负强化（DNRA）的完整性影响更大，特别是用于加固的交付。然而，教师在应对 DNRO 期间的问题行为时往往具有较低的诚信水平。这些发现支持了这种方法在研究阻碍课堂程序完整性的因素方面的潜在可行性。