EXAMINING THE EFFECTS OF TECHNOLOGY-SIGNALED NONCONTINGENT REINFORCEMENT ON DISRUPTIVE BEHAVIOR DURING SMALL-GROUP INSTRUCTION FOR ELEMENTARY STUDENTS WITH AUTISM SPECTRUM DISORDER

This study aims to expand upon existing research by examining the effects of teacher-implemented noncontingent reinforcement (NCR) through technology-signaled reinforcement breaks for elementary students with autism spectrum disorder (ASD) during small-group instruction. The primary research question guiding this inquiry is: Does the implementation of a technology-signaled NCR package, which delivers breaks on a fixed-time interval schedule, effectively reduce disruptive behavior among elementary students with ASD in a small group setting? By integrating technology into the reinforcement process, this study seeks to enhance engagement and minimize disruptive behaviors, thereby fostering a more conducive learning environment. The findings are expected to contribute valuable insights into the efficacy of NCR strategies tailored for students with ASD, ultimately informing best practices for educators and supporting the development of effective instructional methods.