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Auten EM, Van Camp C, Ferguson AB. A review of the concurrent-chains arrangement to assess intervention choice: 2018-2023. J Appl Behav Anal 2024; 57:319-330. [PMID: 38299638 DOI: 10.1002/jaba.1059] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2023] [Accepted: 01/12/2024] [Indexed: 02/02/2024]
Abstract
The purpose of this review is to summarize recent literature on the use of concurrent-chains arrangements in the assessment of preference for interventions (or intervention components) in the applied literature. The types of interventions and participants are described briefly, and procedural variations, ethical considerations, and recommendations for future research are discussed.
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Affiliation(s)
- Emma M Auten
- Children's Specialized Hospital-Rutgers University Center for Autism Research, Education, and Services (CSH-RUCARES), Somerset, NJ, USA
| | - Carole Van Camp
- Department of Psychology, University of North Carolina Wilmington, Wilmington, NC, USA
| | - Allie B Ferguson
- Department of Psychology, University of North Carolina Wilmington, Wilmington, NC, USA
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2
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Lerman DC. Putting the power of behavior analysis in the hands of nonbehavioral professionals: Toward a blueprint for dissemination †. J Appl Behav Anal 2024; 57:39-54. [PMID: 37937462 DOI: 10.1002/jaba.1036] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2023] [Accepted: 10/20/2023] [Indexed: 11/09/2023]
Abstract
Behavior analysts have much to offer nonbehavioral professionals who work with the communities that we serve. Successful dissemination of behavior-analytic technologies to these professionals could potentially improve their practice. Although the literature contains some exemplary examples of successful dissemination, our discipline would benefit from a blueprint for conducting this important work. In this article, I share our experiences disseminating behavioral technologies to educators, law enforcement officers, and health care providers who engage with neurodiverse individuals. These experiences form the basis of a recommended blueprint for dissemination, which awaits empirical support. After describing this tentative blueprint, I provide suggestions for future research on how best to disseminate our technologies to nonbehavioral professionals, the ideal content of those dissemination activities, and the conditions under which professionals may be more likely to embed our technologies into their best practices.
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Affiliation(s)
- Dorothea C Lerman
- University of Houston, Clear Lake, Department of Clinical, Health, and Applied Sciences, Houston, TX, USA
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Becraft JL, Hardesty SL, Goldman KJ, Shawler LA, Edelstein ML, Orchowitz P. Caregiver involvement in applied behavior-analytic research: A scoping review and discussion. J Appl Behav Anal 2024; 57:55-70. [PMID: 37937407 DOI: 10.1002/jaba.1035] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2022] [Accepted: 10/20/2023] [Indexed: 11/09/2023]
Abstract
We conducted a scoping review to characterize the role of caregiver involvement in behavior-analytic research. We reviewed eight behavioral-learning journals from 2011-2022 for works that included children or caregivers as participants and characterized caregiver involvement as passive (implications for caregivers, input, social validity) and active (implementation, caregiver behavior, training, caregiver-collected data). The review identified 228 studies, and almost all (96.1%; n = 219) involved caregivers in some capacity; 94.3% (n = 215) had passive involvement (26.8% had only passive involvement; n = 61), 69.3% (n = 158) had active involvement (1.8% had only active involvement; n = 4), and 3.9% (n = 9) had neither passive nor active involvement. Involvement generally increased over publication years. The most common types of involvement were implications for caregivers, implementation, and input; caregiver-collected data were rare. We propose considerations when engaging caregivers in research and suggest new avenues of inquiry related to caregivers' treatment objectives and social validity, treatment implementers, and caregiver-collected data.
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Affiliation(s)
- Jessica L Becraft
- Department of Behavioral Psychology, Kennedy Krieger Institute, Baltimore, MD, USA
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Samantha L Hardesty
- Department of Behavioral Psychology, Kennedy Krieger Institute, Baltimore, MD, USA
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Kissel J Goldman
- Department of Behavioral Psychology, Kennedy Krieger Institute, Baltimore, MD, USA
| | - Lesley A Shawler
- School of Psychological and Behavioral Sciences, Southern Illinois University, Carbondale, IL, USA
| | - Matthew L Edelstein
- Department of Behavioral Psychology, Kennedy Krieger Institute, Baltimore, MD, USA
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Phillip Orchowitz
- Department of Behavioral Psychology, Kennedy Krieger Institute, Baltimore, MD, USA
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Hofmann V, Müller CM. Challenging behaviour in students with intellectual disabilities: the role of individual and classmates' communication skills. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2022; 66:353-367. [PMID: 35194881 PMCID: PMC9303229 DOI: 10.1111/jir.12922] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/25/2021] [Revised: 01/31/2022] [Accepted: 02/01/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Children and adolescents with intellectual disabilities (ID) are at increased risk of developing challenging behaviour. Challenging behaviour may be partially explained by low individual communicative competences. However, communication involves at least two partners, thus outcomes may also vary according to each interaction partners' abilities. We therefore investigated the degree to which the interplay between individual and classmates' communication skills predicts changes in challenging behaviour among students with ID. METHODS This study used a longitudinal design with two measurement points across one school year. Challenging behaviour and communication skills were measured by teacher reports in 1125 students with ID attending special needs schools. Applying a multilevel approach, we investigated (1) whether higher individual communication skills at the first measurement were related to a subsequent decrease in challenging behaviour and (2) whether this effect was moderated by classmates' levels of communication skills. In addition, we examined (3) if classroom communication skills were indirectly related to a decrease in challenging behaviour by influencing individual communicative abilities. RESULTS Higher individual communication skills at the first measurement were significantly related to a decrease in general challenging behaviour over the school year. This effect was not moderated by classroom-level communication skills. However, classmates' communication skills exerted an indirect influence by enhancing individual communicative abilities. Further analyses suggested classroom contextual effects related to a decrease in several sub-domains of challenging behaviour. CONCLUSIONS The study results suggest that both individual communicative competences and those of the classroom context are relevant to understanding challenging behaviour development in ID. Perspectives for counteracting such behaviour in light of the present findings are discussed.
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Affiliation(s)
- V. Hofmann
- Department of Special EducationUniversity of FribourgFribourgSwitzerland
| | - C. M. Müller
- Department of Special EducationUniversity of FribourgFribourgSwitzerland
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Parents Are People Too: Implementing Empirically Based Strategies During Daily Interactions. Behav Anal Pract 2022; 15:986-1000. [PMID: 35342509 PMCID: PMC8935904 DOI: 10.1007/s40617-022-00686-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/20/2022] [Indexed: 01/05/2023] Open
Abstract
The outcomes of the COVID-19 pandemic have resulted in decision-making related to in-person versus remote behavior-analytic service delivery. For those service providers who shifted from delivering in-person therapy to remote consultation, parents have presumably, at least at times, assumed a role similar to a registered behavior technician (RBT). We suggest that behavior analysts recommend two empirically based strategies to parents that they could incorporate into their daily lives during service disruptions: environmental enrichment and differential reinforcement of alternative behavior. We provide examples of naturally occurring contexts during which parents could integrate these procedures: (1) self-care or daily living activities, (2) physical activity, and (3) preferred learning activities. We support selecting these strategies and their application during exemplar contexts under the premise that they do not result in additional time expenditure, afford parents opportunities to complete essential (household, work-related, or personal) tasks, and still result in therapeutic gains.
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Sloman KN, McGarry KM, Kishel C, Hawkins A. A comparison of RIRD within chained and multiple schedules in the treatment of vocal stereotypy. J Appl Behav Anal 2022; 55:584-602. [PMID: 35141963 DOI: 10.1002/jaba.906] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2020] [Revised: 01/14/2022] [Accepted: 12/14/2021] [Indexed: 11/08/2022]
Abstract
Slaton and Hanley (2016) compared the effects of multiple and chained schedules on stereotypy and item engagement for 2 individuals who exhibited automatically maintained motor stereotypy. Contingent access to motor stereotypy (i.e., chained schedules) was more effective than time-based access (i.e., multiple schedules) at reducing motor stereotypy, increasing item engagement, and establishing stimulus control for both participants. We systematically replicated Slaton and Hanley with 2 participants by a) targeting vocal stereotypy, b) including response interruption and redirection as a treatment component across conditions, c) conducting sessions in the natural environment with teaching assistants as change agents, and d) conducting an analysis of the effective treatment component(s). Chained schedules were more effective for 1 participant, whereas both treatments were effective for the other participant. The component analysis showed that different components were necessary for effective treatment for each participant.
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Affiliation(s)
- Kimberly N Sloman
- The Scott Center for Autism Treatment and Florida Institute of Technology
| | - Kacie M McGarry
- The Scott Center for Autism Treatment and Florida Institute of Technology
| | | | - Allison Hawkins
- Douglass Developmental Disabilities Center at Rutgers, the State University of New Jersey
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Gover HC, Hanley GP, Ruppel KW. On the generality of preference for contingent reinforcement. J Appl Behav Anal 2021; 55:318-336. [PMID: 34821380 DOI: 10.1002/jaba.892] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2020] [Revised: 10/26/2021] [Accepted: 10/26/2021] [Indexed: 11/11/2022]
Abstract
Reinforcers can be delivered dependent on or independent of responding. Both human and nonhuman animals have shown a preference for contexts involving contingent reinforcement, but the generality of this phenomenon to humans and its implications have not yet been described. We present an integrative summary of studies evaluating preference for contingent versus noncontingent reinforcement, including (a) study participants, reinforcer types, response topographies, and contexts; (b) outcomes; (c) potential variables influencing preference outcomes; and (d) suggestions regarding research to expand behavior analysts' ability to design preferred contexts.
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8
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Nuhu NN, Pence ST. Schedule Thinning Following Functional Communication Training: Effects of Chained and Multiple Schedules. Behav Modif 2021; 46:1075-1108. [PMID: 34344228 DOI: 10.1177/01454455211036003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Functional communication training (FCT) is used to reduce rates of problem behavior by teaching communicative responses that access functionally equivalent reinforcers. During FCT, the communicative response is typically placed on a dense schedule of reinforcement that is unlikely to be maintained in the natural environment. Experiment 1 evaluated the effects of two schedule-thinning procedures (chained schedules and multiple schedules) on problem behavior maintained by escape from demands for three participants following FCT. The chained and multiple-schedule procedures were effective in reducing rates of problem behavior. Compliance increased under both schedules, but the chained schedule resulted in higher levels of compliance with two participants. In Experiment 2, participants' preference for the chained or multiple-schedule procedure was evaluated using a modified concurrent-chain procedure. One participant preferred the chained schedule. One participant preferred the multiple schedule. One participant did not appear to discriminate between conditions.
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Affiliation(s)
- Nadrat N Nuhu
- Emory University School of Medicine, Atlanta, GA, USA.,Marcus Autism Center, Atlanta, GA, USA.,Children's Healthcare of Atlanta, GA, USA
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9
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Wei Q, Machalicek W, Zhu J. Treatment Acceptability for Interventions Addressing Challenging Behavior Among Chinese Caregivers of Children with Autism Spectrum Disorder. J Autism Dev Disord 2021; 53:1483-1494. [PMID: 34287734 DOI: 10.1007/s10803-021-05196-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/11/2021] [Indexed: 11/29/2022]
Abstract
The present study evaluated treatment acceptability for behavioral interventions addressing challenging behaviors with Chinese caregivers of children with autism spectrum disorder. Factors influencing treatment acceptability (i.e., severity of challenging behavior and Chinese child-rearing values) were investigated. Caregivers of children aged 2-12 years (N = 216) participated in this survey study. Results suggest that caregivers found positive strategies including noncontingent reinforcement and positive reinforcement the most acceptable; punishment-based strategies were rated as the least acceptable. Furthermore, positive punishment was perceived as more acceptable for severe challenging behavior. Caregivers who endorsed training were more likely to find positive strategies acceptable, whereas those who endorsed shaming were more likely to rate punishment-based strategies as more acceptable. Implications for future research and culturally competent behavioral treatments in Chinese context are provided.
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Affiliation(s)
- Qi Wei
- Department of Special Education and Clinical Sciences, University of Oregon, HEDCO Education Building, Eugene, OR, 97403, USA.
| | - Wendy Machalicek
- Department of Special Education and Clinical Sciences, University of Oregon, HEDCO Education Building, Eugene, OR, 97403, USA
| | - Jinlan Zhu
- Department of Special Education and Clinical Sciences, University of Oregon, HEDCO Education Building, Eugene, OR, 97403, USA
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10
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Nuta R, Koudys J, O'Neill P. Parent treatment integrity across multiple components of a behavioral intervention. BEHAVIORAL INTERVENTIONS 2021. [DOI: 10.1002/bin.1817] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Raluca Nuta
- Department of Applied Disability Studies Brock University St. Catharines Ontario Canada
| | - Julie Koudys
- Department of Applied Disability Studies Brock University St. Catharines Ontario Canada
| | - Paige O'Neill
- Department of Applied Disability Studies Brock University St. Catharines Ontario Canada
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11
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Basile CD, Tiger JH, Lillie MA. Comparing paired-stimulus and multiple-stimulus concurrent-chains preference assessments: Consistency, correspondence, and efficiency. J Appl Behav Anal 2021; 54:1488-1502. [PMID: 34048592 DOI: 10.1002/jaba.856] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2020] [Revised: 05/03/2021] [Accepted: 05/03/2021] [Indexed: 11/06/2022]
Abstract
Concurrent-chains preference assessments have been used to assess preferences for leisure activities, teaching strategies, behavioral interventions, and other protracted events. This assessment model involves presenting an array of representative stimuli (e.g., pictures or colored cards), providing participants with an opportunity to select a representative stimulus from the array, arranging access to the associated activity, and then rank-ordering activities based upon their accumulated selection frequency across trials. The predominant model for presenting stimuli has been one in which all stimuli are presented in arrays simultaneously (i.e., a multiple-stimulus model). Activities selected repeatedly are identified as highly preferred and are then sequentially removed from the array to determine a preference hierarchy. The current study compared this approach with an alternative in which representative stimuli were presented to participants in paired arrays. Assessments conducted in the paired-array format were completed more rapidly than the multiple-stimulus format with a high degree of correspondence between preference rankings generated by both approaches.
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12
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Owen TM, Luczynski KC, Rodriguez NM, Fisher WW. Assessment of children's and caregivers' preferences for treatments for escape-maintained problem behavior. J Appl Behav Anal 2021; 54:946-965. [PMID: 33772782 DOI: 10.1002/jaba.817] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2019] [Revised: 12/22/2020] [Accepted: 12/22/2020] [Indexed: 11/07/2022]
Abstract
This study assessed children's and caregivers' preferences for various arrangements of negative reinforcement, including differential negative reinforcement of an alternative behavior (DNRA), noncontingent escape (NCE), and escape extinction. In the first treatment comparison, the DNRA and NCE treatments similarly decreased problem behavior, but all 3 children preferred DNRA. By contrast, 3 of 4 caregivers preferred escape extinction, likely due to increased compliance in this condition. In a second treatment comparision with 1 child, a multiple schedule and then a chained schedule were introduced to increase the practically of the initial DNRA treatment. The child continued to prefer the treatment with contingent reinforcement in both comparisons, and his caregivers preferred the chained schedule. Results further support the selection of treatments that include contingent reinforcement, and the evaluation serves as a model for progressing through treatment options until child and caregiver preferences align.
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Affiliation(s)
- Todd M Owen
- University of Nebraska Medical Center's Munroe-Meyer Institute
| | | | | | - Wayne W Fisher
- Children's Specialized Hospital-Rutgers University Center for Autism Research, Education, and Services and Rutgers Robert Wood Johnson Medical School
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13
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Ghaemmaghami M, Hanley GP, Jessel J. Functional communication training: From efficacy to effectiveness. J Appl Behav Anal 2020; 54:122-143. [DOI: 10.1002/jaba.762] [Citation(s) in RCA: 20] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2018] [Revised: 07/23/2020] [Accepted: 07/23/2020] [Indexed: 01/06/2023]
Affiliation(s)
- Mahshid Ghaemmaghami
- Department of Psychology Western New England University
- FTF Behavioral Consulting
| | - Gregory P. Hanley
- Department of Psychology Western New England University
- FTF Behavioral Consulting
| | - Joshua Jessel
- Department of Psychology Western New England University
- FTF Behavioral Consulting
- Department of Psychology Queens College
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14
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Kubina RM, Ruiz S, Kostewicz DE. Quantifying Function with the Functional Analysis Celeration Chart. Behav Anal Pract 2020; 14:728-733. [PMID: 34631376 DOI: 10.1007/s40617-020-00426-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022] Open
Abstract
The present brief practice examined 6 randomly selected studies from the Journal of Applied Behavior Analysis that included functional analysis data replotted on the functional analysis celeration chart (FACC). The FACC showcases the practicality of a standard celeration chart- derived visual display. The research question asked, what level values occurred related to the original authors' determination of function? Results indicated all functions had a ×2 level multiplier or higher when placed on the FACC.
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Affiliation(s)
- Richard M Kubina
- The Pennsylvania State University, 209 CEDAR Building, University Park, PA 16802 USA
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Pisman MD, Luczynski KC. Caregivers can implement play-based instruction without disrupting child preference. J Appl Behav Anal 2020; 53:1702-1725. [PMID: 32406094 DOI: 10.1002/jaba.705] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2018] [Revised: 01/12/2020] [Accepted: 01/13/2020] [Indexed: 01/30/2023]
Abstract
Young children diagnosed with autism spectrum disorder often require systematic teaching to learn new skills, and caregivers can teach their children by embedding learning opportunities in a play-based context. However, researchers have not evaluated procedures to train caregivers how to implement a combination of strategies designed to establish rapport and early language skills while maintaining play as a preferred context. Caregiver-child dyads composed of 2 mothers and their sons were recruited to participate. A multiple-probe design across strategies was used to demonstrate the efficacy of behavioral skills training on the mothers' integration of parallel play, child-directed interaction, teaching requests (mands), and teaching labels (tacts). Both children acquired the target requests and labels as a function of their mothers' teaching. By assessing the children's preferences, we confirmed the teaching strategies did not decrease toy engagement or the value of playing with their mother. We obtained stimulus generalization of the mothers' implementation of the strategies from a clinic to their home and maintenance of mother and child performance across a month.
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Affiliation(s)
- Maegan D Pisman
- University of Nebraska Medical Center's Munroe-Meyer Institute
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16
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Using Principles from Applied Behaviour Analysis to Address an Undesired Behaviour: Functional Analysis and Treatment of Jumping Up in Companion Dogs. Animals (Basel) 2019; 9:ani9121091. [PMID: 31817670 PMCID: PMC6940775 DOI: 10.3390/ani9121091] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2019] [Revised: 11/29/2019] [Accepted: 12/02/2019] [Indexed: 01/19/2023] Open
Abstract
The aim of this study was to investigate the feasibility and effectiveness of procedures successfully used in human related applied behaviour analysis practices to the field of clinical animal behaviour. Experiment 1 involved functional analyses to identify the reinforcement contingencies maintaining jumping up behaviour in five dogs. Experiment 2 comprised teaching dog owners a noncontingent reinforcement intervention (i.e., time-based reinforcement) via behavioural skills training. Single-case experimental methods were implemented in both experiments. The results of Experiment 1 showed that access to a tangible (dogs D01, D02, D03, and D04) and owner attention (dog D05) were reliably maintaining the jumping up behaviour. Experiment 2 demonstrated that noncontingent reinforcement effectively reduced jumping in three out of four dogs (Tau -0.59, CI 90% [-1-0.15], p = 0.026, Tau -1, CI 90% [-1--0.55], p = 0.0003, and Tau -0.32, CI 90% [-0.76-0.11], p = 0.22 for dyads D01, D02, and D05, respectively), and that behavioural skills training was successful in teaching owners to perform a dog training intervention with high fidelity. Although the results are promising, more canine-related research into functional analysis and noncontingent reinforcement, as well as implementation of behavioural skills training with animal caregivers, is needed.
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Meindl JN, Ivy JW, Glodowski KR, Noordin K. Applying Standards of Effectiveness to Noncontingent Reinforcement: A Systematic Literature Review. Behav Modif 2019; 45:619-640. [PMID: 31452379 DOI: 10.1177/0145445519865073] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Noncontingent reinforcement is a time-based schedule of reinforcement that has been shown to decrease problem behavior. Although the intervention is considered well established, there exist concerns that much of the supporting research has been conducted under highly controlled experimental conditions that may lack ecological validity. That is, although the efficacy has been demonstrated, the effectiveness in less controlled settings has not. To evaluate this concern, we analyzed research on noncontingent reinforcement between 1993 and 2017. Standards of evidence for effectiveness were adapted from prevention science and applied to noncontingent reinforcement literature. We specifically focused on generalizability across populations and settings, the conditions under which the intervention was applied, specific treatment parameters, opportunity cost, and social validity. Our results indicate several areas where evidence of noncontingent reinforcement effectiveness in applied settings is limited. We identify these limitations and provide a range of recommendations for future research to promote more widespread dissemination of the procedure.
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Affiliation(s)
| | - Jonathan W Ivy
- The Pennsylvania State University-Harrisburg, Middletown, PA, USA
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18
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Halbur ME, Kodak T, Wood R, Corrigan E. An evaluation of parent preference for prompting procedures. J Appl Behav Anal 2019; 53:707-726. [DOI: 10.1002/jaba.616] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2018] [Revised: 05/04/2019] [Accepted: 05/06/2019] [Indexed: 11/08/2022]
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Erturk B, Machalicek W, Drew C. Self-Injurious Behavior in Children With Developmental Disabilities: A Systematic Review of Behavioral Intervention Literature. Behav Modif 2017; 42:498-542. [PMID: 29179569 DOI: 10.1177/0145445517741474] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
We reviewed single-case research studies examining the effects of behavioral interventions for self-injurious behavior (SIB) in young children with autism and developmental disabilities. Systematic searches of electronic databases, journals, and reference lists identified 46 studies (66 participants younger than the age of 12) meeting inclusion criteria. Studies were examined based on (a) participant demographics, (b) topography and function of SIB, (c) type of functional behavior assessment (FBA), (d) intervention procedures and outcomes, and (e) experimental design and measurement. Intervention strategies were categorized as antecedent manipulations, teaching behavior, consequence-based procedures, and/or extinction procedures. Positive outcomes were reported for 78% of participants in the reviewed studies and 88% of the participants were diagnosed with autism. Results suggest the effectiveness of behavioral interventions to decrease SIB for young children with disabilities; however, the frequent use of packaged interventions without component analysis limits the conclusiveness of any treatment recommendation. Suggestions for future research are discussed.
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Phillips CL, Iannaccone JA, Rooker GW, Hagopian LP. Noncontingent reinforcement for the treatment of severe problem behavior: An analysis of 27 consecutive applications. J Appl Behav Anal 2017; 50:357-376. [DOI: 10.1002/jaba.376] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2015] [Accepted: 05/03/2016] [Indexed: 11/10/2022]
Affiliation(s)
| | | | - Griffin W. Rooker
- The Kennedy Krieger Institute and the Johns Hopkins University School of Medicine
| | - Louis P. Hagopian
- The Kennedy Krieger Institute and the Johns Hopkins University School of Medicine
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Stasolla F, Caffò AO, Perilli V, Boccasini A, Stella A, Damiani R, Albano V, Damato C. A microswitch-based program for promoting initial ambulation responses: An evaluation with two girls with multiple disabilities. J Appl Behav Anal 2017; 50:345-356. [PMID: 28128442 DOI: 10.1002/jaba.374] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2015] [Accepted: 07/01/2016] [Indexed: 11/06/2022]
Abstract
We assessed the use of a microswitch-based program for promoting ambulation responses by two children with multiple disabilities. The goals of the study were to: (a) evaluate the importance of the contingency between the target behavior (forward step) and the programmed consequence (preferred stimuli), (b) measure effects of the intervention on indices of happiness, and (c) assess the social validation of the procedure using 20 physiotherapists as external raters. The intervention involved the automatic delivery of preferred stimuli contingent on forward steps. Results showed that both participants improved their performance (forward steps and indices of happiness) during contingent reinforcement phases compared to baseline and noncontingent reinforcement phases. Moreover, physiotherapists rated the intervention as socially valid.
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Affiliation(s)
| | - Alessandro O Caffò
- Department of Educational Sciences, Psychology, Communication, University of Bari, Bari (Italy)
| | | | - Adele Boccasini
- Lega del Filo d'Oro Research Center, Termini Imerese (Italy)
| | - Anna Stella
- Department of Educational Sciences, Psychology, Communication, University of Bari, Bari (Italy)
| | - Rita Damiani
- Department of Educational Sciences, Psychology, Communication, University of Bari, Bari (Italy)
| | - Vincenza Albano
- Department of Educational Sciences, Psychology, Communication, University of Bari, Bari (Italy)
| | - Concetta Damato
- Department of Educational Sciences, Psychology, Communication, University of Bari, Bari (Italy)
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