Differential Reinforcement To Increase On-task Behavior

As educators, we must take on many roles when teaching. In addition to teaching academics we are faced with the challenge of managing several problem and off-task behaviors. There are several additional barriers that make the instruction and behavior management of students with autism more of a challenge than teaching students in general education classes. Some students with autism may lack the necessary communication and social skills needed to fully understand and demonstrate appropriate classroom behavioral expectations. Differential reinforcement programs have shown some success when working with students who have been diagnosed with autism. Problem and off task behaviors can limit the academic achievement of the student displaying the behavior and of other students within the classroom. According to Chitiyo, Makweche-Chitiyo, Park, Ametepee and Chitiyo (2011), students with problem behaviors can compromise the school’s ability to educate children. Finding a way to limit problem and off task behaviors can increase instructional time and in turn improve the child’s education. Purpose The purpose of this study is to describe the effects of a Differential Reinforcement program on students with autism and their on-task behaviors