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Germansky S, Reichow B, Martin M, Snyder P. A Systematic Review of Caregiver-Implemented Functional Analyses. Behav Anal Pract 2020; 13:698-713. [PMID: 32953398 PMCID: PMC7471228 DOI: 10.1007/s40617-019-00404-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022] Open
Abstract
The purpose of this systematic review was to systematically locate and analyze the research on caregiver-implemented functional analyses and subsequent function-based interventions. We included 36 studies and examined multiple features of the studies, including participant demographics, functional analysis characteristics, intervention characteristics, procedural fidelity, risks of bias, and social validity. Overall, the studies showed that caregivers were able to implement functional analyses that yielded differential responding, although few studies reported procedural fidelity data. Caregivers were also able to implement function-based interventions that led to socially significant changes in challenging behavior. Implications for practice and future research are discussed.
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Affiliation(s)
- Sara Germansky
- Anita Zucker Center for Excellence in Early Childhood Studies, University of Florida, 1-320 Norman Hall, PO Box 117050, Gainesville, FL 32611-7050 USA
| | - Brian Reichow
- Anita Zucker Center for Excellence in Early Childhood Studies, University of Florida, 1-320 Norman Hall, PO Box 117050, Gainesville, FL 32611-7050 USA
| | - Mackenzie Martin
- Anita Zucker Center for Excellence in Early Childhood Studies, University of Florida, 1-320 Norman Hall, PO Box 117050, Gainesville, FL 32611-7050 USA
| | - Patricia Snyder
- Anita Zucker Center for Excellence in Early Childhood Studies, University of Florida, 1-320 Norman Hall, PO Box 117050, Gainesville, FL 32611-7050 USA
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Lambert JM, Houchins-Juárez NJ. Do Functional Analyses Probe Learning Histories, Or Create Them? An Exploratory Investigation. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2020; 125:200-216. [PMID: 32357105 DOI: 10.1352/1944-7558-125.3.200] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
During functional analysis (FA), therapists arrange contingencies between potential reinforcers and problem behavior. It is unclear whether this fact, in and of itself, facilitates problem behavior's acquisition of new (false-positive) functions. If problem behavior can come under the control of contingencies contrived between it and known reinforcers for which there is no direct history, then outcomes of reinforcer analysis (RA) should perfectly predict FA outcomes. This study evaluated the degree to which RA outcomes corresponded with FA outcomes for eight participants referred to a university-based outpatient clinic for problem behavior. For 75% (6 of 8) of participants, correspondence was imperfect. These findings appear to support the construct validity of contemporary interpretations of FA data.
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Affiliation(s)
- Joseph M Lambert
- Joseph M. Lambert and Nealetta J. Houchins-Juárez, Vanderbilt University
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Slaton JD, Hanley GP. Nature and scope of synthesis in functional analysis and treatment of problem behavior. J Appl Behav Anal 2018; 51:943-973. [DOI: 10.1002/jaba.498] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2017] [Accepted: 04/16/2018] [Indexed: 11/12/2022]
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Saini V, Sullivan WE, Baxter EL, DeRosa NM, Roane HS. Renewal during functional communication training. J Appl Behav Anal 2018; 51:603-619. [DOI: 10.1002/jaba.471] [Citation(s) in RCA: 33] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2016] [Accepted: 08/25/2017] [Indexed: 11/11/2022]
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Gerow S, Hagan-Burke S, Rispoli M, Gregori E, Mason R, Ninci J. A Systematic Review of Parent-Implemented Functional Communication Training for Children With ASD. Behav Modif 2017; 42:335-363. [PMID: 29199433 DOI: 10.1177/0145445517740872] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Supporting parents in reducing challenging behavior of children with autism spectrum disorder (ASD) requires the identification of effective, feasible, and sustainable interventions. Functional communication training (FCT) is one of the most well-established interventions in the behavioral literature and is used increasingly by parents. However, there is a need for additional evaluation of the literature related to parent-implemented FCT. In the present review, we identified 26 peer-reviewed studies on parent-implemented FCT. We conducted systematic descriptive and social validity analyses to summarize the extant literature. Across studies, parent-implemented FCT was effective in reducing child challenging behavior, and in some cases, intervention outcomes maintained and generalized to novel settings and implementers. However, few studies reported fidelity data on parent implementation of FCT, and data regarding sustained use of FCT by parents were limited. Results of the social validity analysis indicate that while FCT is often implemented by natural change agents in typical settings, parent training is often provided by professionals not typically accessible to parents. These findings suggest that future research is warranted in the areas of parent training and long-term sustainability of parent-implemented FCT.
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Affiliation(s)
| | | | | | | | - Rose Mason
- Purdue University, West Lafayette, IN, USA
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Wacker DP, Harding JW, Morgan TA, Berg WK, Schieltz KM, Lee JF, Padilla YC. AN EVALUATION OF RESURGENCE DURING FUNCTIONAL COMMUNICATION TRAINING. PSYCHOLOGICAL RECORD 2017; 63:3-20. [PMID: 34276071 DOI: 10.11133/j.tpr.2013.63.1.001] [Citation(s) in RCA: 50] [Impact Index Per Article: 7.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Three children who displayed destructive behavior maintained by negative reinforcement received functional communication training (FCT). During FCT, the children were required to complete a demand and then to mand (touch a card attached to a microswitch, sign, or vocalize) to receive brief play breaks. Prior to and 1 to 3 times following the initiation of FCT, extinction probes were conducted to evaluate the resurgence of destructive behavior when the microswitch without the mand card was present or the microswitch and the mand card were absent to determine if different patterns of resurgence occurred when the microswitch was present or absent and, for 2 of the children, if changes in resurgence occurred at different points in treatment. Results showed that FCT led to relatively rapid reductions in destructive behavior. During all extinction sessions, resurgence of destructive behavior occurred with only minimal differences across the switch/no card and no-switch conditions.
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Zerger HM, Normand MP, Boga V, Patel RR. Adult attention and interaction can increase moderate-to-vigorous physical activity in young children. J Appl Behav Anal 2016; 49:449-59. [DOI: 10.1002/jaba.317] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2015] [Accepted: 12/09/2015] [Indexed: 11/08/2022]
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Atwood E, Brady NC, Esplund A. Measuring Early Communication in Spanish Speaking Children: The Communication Complexity Scale in Peru. INTERNATIONAL JOURNAL OF SPEECH & LANGUAGE PATHOLOGY AND AUDIOLOGY 2015; 3:9-19. [PMID: 26636094 PMCID: PMC4666543 DOI: 10.12970/2311-1917.2015.03.01.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
BACKGROUND There is a great need in the United States to develop presymbolic evaluation tools that are widely available and accurate for individuals that come from a bilingual and/or multicultural setting. The Communication Complexity Scale (CCS) is a measure that evaluates expressive presymbolic communication including gestures, vocalizations and eye gaze. Studying the effectiveness of this tool in a Spanish speaking environment was undertaken to determine the applicability of the CCS with Spanish speaking children. Methods & Procedures: In 2011-2012, researchers from the University of Kansas and Centro Ann Sullivan del Perú (CASP) investigated communication in a cohort of 71 young Spanish speaking children with developmental disabilities and a documented history of self-injurious, stereotyped and aggressive behaviors. Communication was assessed first by parental report with translated versions of the Communication and Symbolic Behavior Scales (CSBS), a well-known assessment of early communication, and then eleven months later with the CCS. HYPOTHESIS We hypothesized that the CCS and the CSBS measures would be significantly correlated in this population of Spanish speaking children. OUTCOMES & RESULTS The CSBS scores from time 1 with a mean participant age of 41 months were determined to have a strong positive relationship to the CCS scores obtained at time 2 with a mean participant age of 52 months. CONCLUSIONS & IMPLICATIONS The CCS is strongly correlated to a widely accepted measure of early communication. These findings support the validity of the Spanish version of the CCS and demonstrate its usefulness for children from another culture and for children in a Spanish speaking environment.
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Affiliation(s)
- Erin Atwood
- University of Kansas, USA, Centro Ann Sullivan del Perú, Perú
| | - Nancy C Brady
- University of Kansas, USA, Centro Ann Sullivan del Perú, Perú
| | - Amy Esplund
- University of Kansas, USA, Centro Ann Sullivan del Perú, Perú
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Larson TA, Normand MP, Morley AJ, Miller BG. Further evaluation of a functional analysis of moderate-to-vigorous physical activity in young children. J Appl Behav Anal 2014; 47:219-30. [DOI: 10.1002/jaba.127] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2013] [Accepted: 03/10/2014] [Indexed: 11/08/2022]
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Walker VL, Snell ME. Effects of augmentative and alternative communication on challenging behavior: a meta-analysis. Augment Altern Commun 2014; 29:117-31. [PMID: 23705814 DOI: 10.3109/07434618.2013.785020] [Citation(s) in RCA: 55] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
The purposes of this review were to (a) use meta-analytic procedures to examine the effectiveness of single-case AAC intervention research on challenging behaviors exhibited by individuals with disabilities, (b) identify study characteristics that moderate intervention effects, and (c) evaluate the quality of research. The authors provided inferential and descriptive analyses of 54 studies representing 111 participants and estimated effect sizes using the Nonoverlap of All Pairs (NAP) method. Overall, AAC interventions were found to be equally effective across a broad spectrum of participants and interventions. AAC interventions were more effective with younger children than with adults. Interventions in which functional behavior assessments (FBA) were used had significantly larger effect sizes than those that did not use FBAs. Further, functional communication training interventions resulted in larger effect sizes than Picture Exchange Communication System interventions. Descriptive analysis revealed that (a) interventions often occurred in atypical environments (e.g., therapy room, experimental room) and with atypical interventionists (e.g., therapists, researchers), and (b) numerous studies did not exhibit quality characteristics of single-case research.
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Larson TA, Normand MP, Morley AJ, Miller BG. A functional analysis of moderate-to-vigorous physical activity in young children. J Appl Behav Anal 2013; 46:199-207. [PMID: 24114094 DOI: 10.1002/jaba.8] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2012] [Accepted: 11/13/2012] [Indexed: 11/11/2022]
Abstract
Inadequate physical activity increases the risks related to a number of health problems in children, most notably obesity and the corresponding range of associated health problems. The purpose of the current study was to conduct a functional analysis to investigate the effects of several consequent variables on moderate-to-vigorous physical activity (MVPA). We observed the level of MVPA exhibited by 2 preschool children in 4 conditions: alone, attention contingent on MVPA, adult interaction contingent on MVPA, and escape from task demands contingent on MVPA. These four conditions were compared to a naturalistic baseline and to a control condition. Overall, results indicated that the children were most active when attention and interactive play were contingent on MVPA. Social environments that encourage MVPA could be arranged based on this information, with these arrangements tailored to the individual child.
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Wacker DP, Harding JW, Berg WK, Lee JF, Schieltz KM, Padilla YC, Nevin JA, Shahan TA. An evaluation of persistence of treatment effects during long-term treatment of destructive behavior. J Exp Anal Behav 2012; 96:261-82. [PMID: 21909168 DOI: 10.1901/jeab.2011.96-261] [Citation(s) in RCA: 120] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2010] [Accepted: 05/20/2011] [Indexed: 11/22/2022]
Abstract
Eight young children who displayed destructive behavior maintained, at least in part, by negative reinforcement received long-term functional communication training (FCT). During FCT, the children completed a portion of a task and then touched a communication card attached to a microswitch to obtain brief breaks. Prior to and intermittently throughout FCT, extinction probes were conducted within a withdrawal design in which task completion, manding, and destructive behavior were placed on extinction to evaluate the relative persistence of appropriate and destructive behavior over the course of treatment. FCT continued until appropriate behavior persisted and destructive behavior failed to recur at baseline levels during extinction probes. The completion of FCT was followed by four challenges to the persistence of treatment effects conducted within mixed- or multiple-schedule designs: (a) extended extinction sessions (from 5 to 15 min), (b) introduction of a novel task, (c) removal of the microswitch and communication card, and (d) a mixed schedule of reinforcement in which both appropriate and destructive behavior produced reinforcement. The results showed that although FCT often resulted in quick reductions in destructive behavior and increases in appropriate behavior, destructive behavior often recurred during the extinction probes conducted during the initial treatment. When the effects of treatment persisted during the extinction probes, the remaining challenges to treatment effects resulted in only mild to moderate disruptions in behavior. These results are consistent with the quantitative predictions of behavioral momentum theory and may provide an alternative definition of maintenance as constituting behavioral persistence.
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Padilla Dalmau YC, Wacker DP, Harding JW, Berg WK, Schieltz KM, Lee JF, Breznican GP, Kramer AR. A Preliminary Evaluation of Functional Communication Training Effectiveness and Language Preference When Spanish and English are Manipulated. JOURNAL OF BEHAVIORAL EDUCATION 2011; 20:233-251. [PMID: 23761722 PMCID: PMC3677033 DOI: 10.1007/s10864-011-9131-z] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
We evaluated whether differences in treatment effectiveness or preference between languages emerged across Spanish and English during functional communication training (FCT) for young children with developmental disabilities exposed to Spanish and English in the home environment. Participants were 2 young children with developmental disabilities who displayed destructive behavior maintained by social contingencies and whose families spoke Spanish and English at home. All procedures were conducted in the participants' homes by their mothers with coaching from the investigator. The effectiveness of FCT was evaluated within a reversal design across baseline, FCT, and extinction conditions. A multielement design across language type (Spanish and English) was embedded within the reversal design during the extinction and FCT conditions to evaluate differences in treatment effectiveness across type of language. Finally, during all FCT sessions, a concurrent schedules design was used to evaluate participant preference for type of language. Results suggested that FCT was effective in reducing destructive behavior, increasing manding, and/or increasing task completion for these 2 participants across Spanish and English treatment conditions. Preference for the type of language did not emerge for either participant during FCT. Results are discussed in terms of the merits of systematically evaluating language variables when working with culturally and linguistically diverse families and children.
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Schieltz KM, Wacker DP, Harding JW, Berg WK, Lee JF, Dalmau YCP, Mews J, Ibrahimović M. Indirect Effects of Functional Communication Training on Non-Targeted Disruptive Behavior. JOURNAL OF BEHAVIORAL EDUCATION 2011; 20:15-32. [PMID: 23487563 PMCID: PMC3594102 DOI: 10.1007/s10864-011-9119-8] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
The purpose of this study was to evaluate the effects of functional communication training (FCT) on the occurrence of non-targeted disruptive behavior. The 10 participants were preschool-aged children with developmental disabilities who engaged in both destructive (property destruction, aggression, self-injury) and disruptive (hand flapping, spinning in circles, shrill laughter, screaming, crying) behaviors. Only destructive behavior was targeted for the functional analyses and FCT, but data were also collected on disruptive behaviors. All procedures were conducted in the participants' homes by their mothers with investigator coaching. Phase 1 consisted of conducting a functional analysis within a multielement design. Phase 2 consisted of conducting FCT with demand fading and repeated extinction baselines within a reversal design. Single-case data are provided for 3 participants, and summary data are provided for all 10 participants. Results of phase 1 showed that all participants' destructive and disruptive behavior was maintained, at least in part, by negative reinforcement. Results of phase 2 showed that both destructive behavior and non-targeted disruptive behavior occurred at lower levels during FCT when compared to the functional analysis demand condition and baseline conditions, suggesting that FCT was effective in decreasing both target destructive behavior and non-targeted disruptive behaviors.
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Affiliation(s)
- Kelly M Schieltz
- The University of Iowa, Iowa City, IA 52242-1011, USA; Center for Disabilities and Development, 100 Hawkins Drive, Room 251, Iowa City, IA 52242-1011, USA
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