Decreasing Toe Walking with Differential Reinforcement of Other Behavior, Verbal Rules, and Feedback

• Published in: Education & treatment of children Vol. 42; no. 2; pp. 185 - 200
• Main Authors: Hirst, Erica S. Jowett, Lockenour, Falyn M., Allen, Jamie L.
• Format: Journal Article
• Language: English
• Published: New York West Virginia University Press 01-05-2019; West Virginia University Press, University of West Virginia
• Subjects: Autism; Behavior Modification; Behavioral medicine; Children; Class Activities; Classrooms; Developmental disabilities; Educational technology; Elementary School Teachers; EXPERIMENTAL STUDIES; Feedback; Feedback (Communication); Feedback (Psychology); Feedback (Response); Fingers & toes; Health aspects; Intervals; Joint surgery; Learning Activities; Observation; Outcomes of Treatment; Physical Activities; Psychological aspects; Reinforcement; Reinforcement (Psychology); Teaching Methods; Therapeutics; Verbal Communication; Walking; Young Children
• ISSN: 0748-8491; 1934-8924; 1934-8924
• DOI: 10.1353/etc.2019.0009

Although common among children learning to walk, persistent toe walking can cause physical harm due to inefficient gate, and, in some cases, result in negative social interactions such as teasing and bullying. In addition, although toe walking is often associated with a variety of neurological and developmental conditions, toe walking also occurs among typically developing children. Several researchers have identified medical treatments for toe walking; however, these interventions can be costly and intrusive. Few studies have been conducted on behavioral treatments, and these studies have focused on punishment- and reinforcement-based procedures. The current study demonstrated the effects of a treatment package that included differential reinforcement of other behavior, verbal rules, and feedback for reducing idiopathic toe walking in a 5-year-old child.