The use of differential reinforcement to decrease the inappropriate verbalizations of a nine-year-old girl with autism

Introduction: The purpose of this study was to decrease the number of talk-outs displayed with a 3^rd grade student with autism. She engaged in these behaviors during work time, specialty classes such as physical education, music and library, and group work. Method: A multiple baseline probe design was used to measure the effectiveness of differential reinforcement with a token economy treatment package. A functional relationship was demonstrated between the reduction in talk-outs and the implementation of a differential reinforcement of an alternative behavior reinforcement schedule (DRA). Results: The participant's talk-outs decreased across all settings from an average of 10.9 in baseline to a mean 3.1 talk outs during differential reinforcement within a token economy. Conclusion: The use of the positive procedures in the classroom to reduce a problem social behavior is discussed.