Behavior Modification by Long-Distance: Demonstration of Functional Control Over Disruptive Behavior in a Rural Classroom Setting

Abstract

A nine-year-old male was treated with a positive practice procedure for inappropriate out-of-seat behavior in the classroom. Because both subject and teacher lived in an isolated rural environment, professional involvement was unavoidably restricted to a long-distance consultation-type format. Contingencies were applied by the subject's teacher and results were evaluated by means of a single-subject reversal design. Introduction and removal of the positive practice procedure appeared to have a clear and systematic effect upon the frequency of target behavior occurrence. More-over, behavioral improvements were maintained three and one-half months following a Positive Practice-Matching condition in which the subject self-monitored, matched, and earned group rewards for the entire class. These results were discussed with regard to problem-specific consultation and the situational constraints often imposed by rural environments.