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. 1995 Summer;28(2):227–228. doi: 10.1901/jaba.1995.28-227

The differential effects of teacher and peer attention on the disruptive classroom behavior of three children with a diagnosis of attention deficit hyperactivity disorder.

J Northup 1, C Broussard 1, K Jones 1, T George 1, T R Vollmer 1, M Herring 1
PMCID: PMC1279813  PMID: 7601806

Abstract

We conducted functional analyses of classroom disruption during contingent teacher and peer attention conditions for 3 children with attention deficit hyperactivity disorder. Attention provided by peer confederates appeared to function as a distinct form of positive reinforcement for all 3 children.

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Selected References

These references are in PubMed. This may not be the complete list of references from this article.

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