REMEDIATION OF MUTUALLY AVERSIVE INTERACTIONS BETWEEN A PROBLEM STUDENT AND FOUR TEACHERS BY TRAINING THE STUDENT IN REINFORCEMENT TECHNIQUES

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Abstract
This study tested the effect of a social reinforcement training procedure for a problem student on the verbal and nonverbal approval and disapproval of four of the student's teachers. A design incorporating aspects of a multiple baseline within an extended reversal design (ABABA) was employed. Data were taken on the four teachers' approval and disapproval of a student regarded as a major discipline problem and the target student's approval and disapproval of the four teachers during baseline 1, experimental condition 1, baseline 2, experimental conditon 2, and a postcheck or baseline 3 condition six weeks after experimental condition 2. Results showed that increased student approval and decreased disapproval were attributable to training procedures. The increased student approval increased three of the four teachers' approval and decreased the disapproval of all four teachers. Six weeks after experimental condition 2, both approval and disapproval by three of the four teachers and the student and disapproval by all four teachers and the student remained changed over baseline conditions. Student and teacher approval and disapproval were highly correlated at statistically significant levels.

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