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O’Brien MJ, Pauls AM, Schieltz KM, McComas JJ, Ringdahl JE. Mand Modality Preference Assessments among High- and Low-Tech Options for Individuals with Intellectual and Developmental Disabilities: A Systematic Review. Behav Anal Pract 2024; 17:228-245. [PMID: 38405296 PMCID: PMC10891038 DOI: 10.1007/s40617-023-00829-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/18/2023] [Indexed: 02/27/2024] Open
Abstract
The extant literature demonstrates that individuals with intellectual and developmental disabilities (IDD) exhibit preferences among communication modalities when multiple modalities are available and produce reinforcement on identical reinforcement schedules. High- and low-tech communication options, such as voice output devices and picture cards, are commonly recommended for individuals with limited vocal communication skills. In this study, we conducted a systematic literature review of research studies that implemented mand modality preference assessments (MMPAs) that included both a high- and low-tech communication option with individuals with IDD. We identified 27 studies meeting our inclusion criteria and summarized the participant demographics, MMPA design and procedural variations, and MMPA outcomes. The results suggested that high-tech communication options were generally more preferred over low-tech options. However, there was a high degree of variability in how the studies were conducted and conclusions were reached. We discuss some of the current research gaps and the implications for clinical practice.
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Affiliation(s)
- Matthew J. O’Brien
- University of Iowa, Iowa City, IA USA
- University of Iowa Stead Family Department of Pediatrics, Iowa City, IA USA
- 146 CDD, University of Iowa Stead Family Children’s Hospital, Iowa City, IA 52242 USA
| | | | - Kelly M. Schieltz
- University of Iowa, Iowa City, IA USA
- University of Iowa Stead Family Department of Pediatrics, Iowa City, IA USA
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2
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Kimball RT, Greer BD, Fuhrman AM, Lambert JM. Relapse and its mitigation: Toward behavioral inoculation. J Appl Behav Anal 2023; 56:282-301. [PMID: 36715533 PMCID: PMC10121865 DOI: 10.1002/jaba.971] [Citation(s) in RCA: 12] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2022] [Accepted: 12/03/2022] [Indexed: 01/31/2023]
Abstract
Relapse following the successful treatment of problem behavior can increase the likelihood of injury and the need for more intensive care. Current research offers some predictions of how treatment procedures may contribute to relapse, and conversely, how the risk of relapse can be mitigated. This review describes relapse-mitigation procedures with varying levels of support, the quantitative models that have influenced the research on relapse mitigation, different experimental methods for measuring relapse mitigation, and directions for future research. We propose that by viewing the implementation of relapse-mitigation procedures as a means of producing behavioral inoculation, clinicians are placed in the proactive and intentional role of exposing their client's behavior to an array of reinforcement and stimulus conditions during treatment with the goal of decreasing the detrimental impact of future treatment challenges.
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Affiliation(s)
- Ryan T. Kimball
- Department of Counseling and Applied Behavioral Studies, University of Saint Joseph
| | - Brian D. Greer
- Rutgers Brain Health Institute
- Severe Behavior Program, Children’s Specialized Hospital–Rutgers University Center for Autism Research, Education, and Services (CSH–RUCARES)
- Department of Pediatrics, Rutgers Robert Wood Johnson Medical School
| | - Ashley M. Fuhrman
- Severe Behavior Program, Children’s Specialized Hospital–Rutgers University Center for Autism Research, Education, and Services (CSH–RUCARES)
- Department of Pediatrics, Rutgers Robert Wood Johnson Medical School
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3
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Houck EJ, Dracobly JD, Baak SA. A Practitioner’s Guide for Selecting Functional Communication Responses. Behav Anal Pract 2022; 16:65-75. [PMID: 37006421 PMCID: PMC10050301 DOI: 10.1007/s40617-022-00705-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/18/2022] [Indexed: 11/25/2022] Open
Abstract
Functional communication training (FCT) is an effective and widely used procedure to reduce problem behaviors. The purpose of FCT is to replace a problem behavior with a socially appropriate and communicative behavior - the functional communication response (FCR), which produces the same reinforcer as the problem behavior. Recent reviews of FCT have focused on providing overall recommendations for how the procedure should be implemented. A relatively small body of literature has been devoted to the selection of the FCR. The purpose of this article is to propose a set of considerations for practitioners in selecting FCRs.
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Affiliation(s)
- Elizabeth J. Houck
- Department of Behavior Analysis, University of North Texas, 1155 Union Circle #3311070, Denton, TX 76201 USA
| | - Joseph D. Dracobly
- Department of Behavior Analysis, University of North Texas, 1155 Union Circle #3311070, Denton, TX 76201 USA
| | - Sara A. Baak
- Department of Behavior Analysis, University of North Texas, 1155 Union Circle #3311070, Denton, TX 76201 USA
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Banerjee I, Lambert JM, Copeland BA, Paranczak JL, Bailey KM, Standish CM. Extending functional communication training to multiple language contexts in bilingual learners with challenging behavior. J Appl Behav Anal 2021; 55:80-100. [PMID: 34569621 DOI: 10.1002/jaba.883] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2020] [Revised: 09/09/2021] [Accepted: 09/09/2021] [Indexed: 11/09/2022]
Abstract
Little research has highlighted how evidence-based practices (e.g., functional communication training [FCT]) might be adapted for bilingual learners with disabilities. In the current study, we served 2 children with autism spectrum disorder (ASD) and challenging behavior whose parents primarily spoke Spanish at home, and whose teachers primarily spoke English at school. Following traditional FCT (i.e., 1 language only), we systematically replicated the findings of Neely, Graber et al. (2020) by demonstrating that mands in the untrained language (i.e., English) did not emerge when trained mands (i.e., Spanish) contacted extinction in alternative-language contexts. Simultaneously, challenging behavior consistently resurged. After children received explicit training with both languages and were taught to change the language of request when initial attempts were unsuccessful (i.e., "repair the message" training), these same children successfully obtained high rates of reinforcement in both language contexts, and challenging behavior rarely occurred.
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5
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Silbaugh BC. Some Dimensions of Mand Variability and Implications for Research and Practice. Anal Verbal Behav 2021; 37:123-145. [PMID: 34395169 PMCID: PMC8295427 DOI: 10.1007/s40616-021-00144-7] [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: 01/28/2021] [Indexed: 10/21/2022] Open
Abstract
Since Skinner's conceptualization of the mand, applied behavior analysis researchers have used the concept to develop stimulus control transfer procedures effective for addressing manding deficits. More recently, researchers have explored the clinical utility of reinforcing mand variability during mand training and functional communication training. However, limitations in the conceptual analysis of mand variability may have limited the kinds of questions addressed in this research and our understanding of the findings. The current article reconceptualizes mand variability as consisting of eight distinct dimensions and provides operational definitions of the dimensions that may be useful for more precisely characterizing the effects of reinforcement on mand variability in future research. The article concludes with a brief discussion of potential clinical and research implications.
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Fuhrman AM, Fisher WW, Greer BD, Shahan TA, Craig AR. Resurgence Following Traditional and Interdependent Differential Reinforcement of Alternative Behavior. BEHAVIORAL DEVELOPMENT BULLETIN 2021; 26:29-42. [PMID: 34594471 PMCID: PMC8478277 DOI: 10.1037/bdb0000101] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/05/2023]
Abstract
Clinicians frequently prescribe functional communication training (FCT) as a treatment for severe destructive behavior. Recent research has shown that FCT treatments are susceptible to treatment relapse in the form of resurgence of destructive behavior when individuals contact periods in which reinforcers are unavailable. Results of preliminary studies suggest that teaching multiple response alternatives can mitigate the resurgence of target behavior. The current evaluation serves as a preliminary study in which we used a laboratory arrangement to evaluate the effects of a novel approach to training multiple alternative responses on the resurgence of target behavior. Findings showed that multiple-response training did not decrease resurgence of target responding consistently; however, it increased the total amount of target and alternative responding observed during the resurgence phase and decreased the overall probability of the target response.
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Affiliation(s)
- Ashley M. Fuhrman
- Children’s Specialized Hospital–Rutgers University Center for Autism Research, Education, and Services (CSH–RUCARES)
- Rutgers Robert Wood Johnson Medical School
| | - Wayne W. Fisher
- Children’s Specialized Hospital–Rutgers University Center for Autism Research, Education, and Services (CSH–RUCARES)
- Rutgers Robert Wood Johnson Medical School
| | - Brian D. Greer
- Children’s Specialized Hospital–Rutgers University Center for Autism Research, Education, and Services (CSH–RUCARES)
- Rutgers Robert Wood Johnson Medical School
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7
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Fuhrman AM, Lambert JM, Greer BD. A Brief Review of Expanded-Operant Treatments for Mitigating Resurgence. PSYCHOLOGICAL RECORD 2021; 72:319-323. [DOI: 10.1007/s40732-021-00456-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/05/2023]
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8
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Ousley CL, Raulston TJ, Gregori EV, McNaughton D, Bhana N, Mantzoros T. A comparison of single-case evaluation tools applied to functional communication training with augmentative and alternative communication supports for students with developmental disabilities. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 107:103803. [PMID: 33129038 DOI: 10.1016/j.ridd.2020.103803] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/23/2020] [Revised: 09/18/2020] [Accepted: 10/15/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Students with developmental disabilities frequently present with both limited vocal speech and challenging behavior. Functional communication training (FCT) with augmentative and alternative communication (AAC) supports, is a commonly recommended intervention to reduce challenging behavior for these students, while also increasing appropriate communication. AIMS Current research on this topic has not applied multiple evaluation tools, despite the recent suggestion to do so. Further, there are limited studies in the field of special education that have (a) applied multiple evaluation tools and (b) compared the results of the tools. METHOD In the current review, we applied three evaluation tools to intervention studies examining the use of FCT with AAC supports in school-based settings to determine the current level of scientific support for this intervention. We identified 38 studies, which contained 59 single-case designs (SCDs). Next, we compared the methodological rigor and/or quality, outcome scores, and Evidence-Based Practice (EBP) ratings provided by the three evaluation tools. RESULTS AND CONCLUSION Our results yielded inconsistent methodological rigor and/or quality, participant outcome measures, and EBP classifications between the evaluation tools. No two evaluation tools completely aligned. Limitations and future research are discussed.
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Affiliation(s)
- Ciara L Ousley
- The Pennsylvania State University, Cedar Building, University Park, PA, 16801, USA.
| | - Tracy J Raulston
- The Pennsylvania State University, Cedar Building, University Park, PA, 16801, USA
| | - Emily V Gregori
- The University of Illinois at Chicago, 1040 W Harrison St., Chicago, IL, 60607, USA
| | - David McNaughton
- The Pennsylvania State University, Cedar Building, University Park, PA, 16801, USA
| | - Naima Bhana
- The Pennsylvania State University, Cedar Building, University Park, PA, 16801, USA
| | - Theoni Mantzoros
- The Pennsylvania State University, Cedar Building, University Park, PA, 16801, USA
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9
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Silbaugh BC, Swinnea S, Falcomata TS. Replication and Extension of the Effects of Lag Schedules on Mand Variability and Challenging Behavior During Functional Communication Training. Anal Verbal Behav 2020; 36:49-73. [PMID: 32699738 PMCID: PMC7343690 DOI: 10.1007/s40616-020-00126-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022] Open
Abstract
More is known about how to reduce challenging behavior with functional communication training (FCT) than how to mitigate its resurgence during or following a course of treatment. Research suggests reinforcing mand variability during FCT may mitigate the resurgence of challenging behavior, but validated procedures for reinforcing mand variability are limited and poorly understood. Lag schedules can reinforce variability in verbal behavior such as manding in individuals with autism, but studies have been largely limited to nonvocal mand modalities. Therefore, in the current study, we further evaluated the effects of FCT with lag schedules on vocal mand variability and challenging behavior in children with autism. The results suggest lag schedules alone or in combination with response prompt-fading strategies during FCT can increase mand variability and expand mand response classes but may fail to produce clinically significant reductions in challenging behavior.
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Affiliation(s)
- Bryant C. Silbaugh
- Department of Interdisciplinary Learning and Teaching, College of Education and Human Development, University of Texas at San Antonio, One UTSA Circle, San Antonio, TX 78249 USA
| | - Samantha Swinnea
- Department of Special Education, The University of Texas at Austin, San Antonio, TX USA
| | - Terry S. Falcomata
- Department of Special Education, The University of Texas at Austin, San Antonio, TX USA
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10
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A Systematic Synthesis of Lag Schedule Research in Individuals with Autism and Other Populations. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2020. [DOI: 10.1007/s40489-020-00202-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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11
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Diaz-Salvat CC, St Peter CC, Shuler NJ. Increased number of responses may account for reduced resurgence following serial training. J Appl Behav Anal 2020; 53:1542-1558. [PMID: 32030747 DOI: 10.1002/jaba.686] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2019] [Accepted: 11/26/2019] [Indexed: 01/10/2023]
Abstract
Abrupt discontinuation of functional communication training can cause resurgence of challenging behavior. Teaching multiple alternative responses in sequence (serial training) may reduce resurgence, relative to teaching a single alternative. However, previous evaluations of serial training included a different number of response options across comparison conditions. In Experiment 1, we varied both training type (single and serial) and number of response options, and replicated previous findings showing that more resurgence occurred following single training relative to serial training. In Experiment 2, we varied the training type while holding the number of alternative responses constant and obtained no consistent differences in resurgence. In Experiment 3, we varied the number of alternative responses while holding training type constant (i.e., single). More resurgence occurred in the condition with fewer response options, suggesting that the number of available alternative responses, and not explicit serial training of alternatives, was critical to outcomes.
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12
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Wolfe K, Pound S, McCammon MN, Chezan LC, Drasgow E. A Systematic Review of Interventions to Promote Varied Social-Communication Behavior in Individuals With Autism Spectrum Disorder. Behav Modif 2019; 43:790-818. [PMID: 31347382 DOI: 10.1177/0145445519859803] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Individuals with autism spectrum disorder (ASD) may engage in repetitive social-communication behaviors that can limit their skill acquisition, access to reinforcement, and access to less restrictive settings. Basic and applied research indicates that variability, or the extent to which responses are topographically different from one another, is influenced by antecedent and consequence interventions. Our purpose in this study is to systematically review the literature on interventions to increase variable social-communication behaviors in individuals with ASD. We identified 32 studies through a database search and screened them using the What Works Clearinghouse (WWC) Single-Case Design Standards. Eighteen studies containing 55 cases met WWC Design Standards. We coded the descriptive characteristics and strength of evidence based on visual analysis from each of these 18 studies and calculated effect sizes using Tau-U. Our results indicate that most cases (65%) provide strong evidence of a functional relation between the interventions and varied social-communication behaviors, and the median Tau-U was .82. We discuss the implications of our results for practice and for future research on interventions designed to increase variability with this population.
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Affiliation(s)
- Katie Wolfe
- 1 University of South Carolina, Columbia, SC, USA
| | - Sara Pound
- 1 University of South Carolina, Columbia, SC, USA
| | | | | | - Erik Drasgow
- 1 University of South Carolina, Columbia, SC, USA
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13
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Seaver JP, Bourret JC. Producing mands in concurrent operant environments. J Appl Behav Anal 2019; 53:366-384. [PMID: 31219193 DOI: 10.1002/jaba.592] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2017] [Accepted: 04/02/2019] [Indexed: 11/11/2022]
Abstract
This study examined strategies designed to increase the rate of targeted, low-probability mands in a concurrent operant environment. We examined the effects of schedule manipulations, prompt manipulations, motivating operation manipulations, and combined behavioral process manipulations. Increases in target mands were produced for all 8 participants. Schedule manipulations were effective in producing increased rates of targeted mands for 3 of 8 participants, whereas prompt manipulations were effective for 4 of 8 participants. Motivating operation manipulations were effective in producing increased rates of targeted mands for 2 of 8 participants and combined behavioral process manipulations were effective for the single participant exposed to the combination.
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Affiliation(s)
- Jonathan P Seaver
- Western New England University and the New England Center for Children
| | - Jason C Bourret
- Western New England University and the New England Center for Children
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14
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Ferguson RH, Falcomata TS, Ramirez-Cristoforo A, Vargas Londono F. An Evaluation of the Effects of Varying Magnitudes of Reinforcement on Variable Responding Exhibited by Individuals With Autism. Behav Modif 2019; 43:774-789. [PMID: 31216864 DOI: 10.1177/0145445519855615] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Interventions aimed at increasing communicative response variability hold particular importance for individuals with autism spectrum disorders (ASD). Several procedures have been demonstrated in the applied and translational literature to increase response variability. However, little is known about the relationship between reinforcer magnitude and response variability. In the basic literature, Doughty, Giorno, and Miller evaluated the effects of reinforcer magnitude on behavioral variability by manipulating reinforcer magnitude across alternating relative frequency threshold contingencies, with results suggesting that larger reinforcers induced repetitive responding. The purpose of this study was to translate Doughty et al.'s findings to evaluate the relative effects of different magnitudes of reinforcement on communicative response variability in children with ASD. A Lag 1 schedule of reinforcement was in place during each condition within an alternating treatments design. Magnitudes of reinforcement contingent on variable communicative responding were manipulated across the two conditions. Inconsistent with basic findings, the results showed higher levels of variable communicative responding associated with the larger magnitude of reinforcement. These outcomes may have potential implications for interventions aimed at increasing response variability in individuals with ASD, as well as future research in this area.
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15
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Radley KC, Dart EH, Helbig KA, Schrieber SR, Ware ME. An evaluation of the additive effects of lag schedules of reinforcement. Dev Neurorehabil 2019; 22:180-191. [PMID: 30289321 DOI: 10.1080/17518423.2018.1523242] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Lag schedules of reinforcement represent an increasingly researched strategy for addressing restricted and repetitive social communication of individuals with autism spectrum disorder (ASD). Although the body of literature suggests that lag schedules of reinforcement are generally effective for this purpose, studies have varied in their utilization of verbal rules describing the contingency. Furthermore, research has yet to evaluate generalized effects of lag schedules of reinforcement to social communication with peers. This study evaluated the implementation of a social skills curriculum, modified to incorporate lag schedules of reinforcement, on novel responding of participants with ASD. Participants attended training twice per week, with probes of novel responding collected with both researchers and non-participating peers. Results indicate that social skills training that incorporated lag schedules of reinforcement generally resulted in larger increases in novel responding than social skills training alone. Furthermore, effects of training generalized to novel responding to non-participant peers.
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Affiliation(s)
- Keith C Radley
- a University of Southern Mississippi , Hattiesburg , MS , USA
| | - Evan H Dart
- a University of Southern Mississippi , Hattiesburg , MS , USA
| | - Kate A Helbig
- a University of Southern Mississippi , Hattiesburg , MS , USA
| | | | - Mary E Ware
- a University of Southern Mississippi , Hattiesburg , MS , USA
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16
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Silbaugh BC, Falcomata TS. Effects of a Lag Schedule with Progressive Time Delay on Sign Mand Variability in a Boy with Autism. Behav Anal Pract 2019; 12:124-132. [PMID: 30918775 PMCID: PMC6411559 DOI: 10.1007/s40617-018-00273-x] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023] Open
Abstract
For some children with autism, mand training can produce highly repetitive manding unless the environment is arranged in a manner that promotes mand variability. Prior research demonstrated that mand training using a lag schedule and progressive time delay increased variability in vocal manding in children with autism. Whether lag schedules have similar effects on sign mand topographies is unknown. The current study evaluated the effects of mand training with a Lag 1 schedule of reinforcement and progressive time delay (TD) on topographical variability and the development of a sign mand response class hierarchy in a boy with autism. The results suggest independent use of all sign mand topographies occurred, a mand response class hierarchy was developed, and topographically variant sign manding increased under the Lag 1 + TD schedule compared to a Lag 0 schedule of reinforcement. Implications for practitioners, limitations, and directions for future research are discussed.
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Affiliation(s)
- Bryant C. Silbaugh
- Department of Interdisciplinary Learning and Teaching, College of Education and Human Development, University of Texas at San Antonio, One UTSA Circle, San Antonio, TX 78249 USA
| | - Terry S. Falcomata
- Department of Special Education, University of Texas at Austin, Austin, TX USA
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17
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Silbaugh BC, Falcomata TS, Ferguson RH. Effects of a lag schedule of reinforcement with progressive time delay on topographical mand variability in children with autism. Dev Neurorehabil 2018; 21:166-177. [PMID: 28956673 DOI: 10.1080/17518423.2017.1369190] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
OBJECTIVE Evaluate the effects of a Lag 1 schedule of reinforcement and progressive time delay (TD) on topographical mand variability in children with autism. METHODS Using single-subject design methodology, a multiple baseline across behaviors with embedded reversal design was employed. During Lag 0, reinforcement was delivered contingent on any independent instances of manding. During Lag 1 + TD, prompts were faded and reinforcement was delivered contingent on independent or prompted variant mand topographies. RESULTS Higher levels of topographical mand variability were observed during Lag 1 + TD for both participants. CONCLUSIONS A Lag 1 schedule of reinforcement with progressive TD increased variability across functionally equivalent vocal mand topographies for both participants. This finding extends prior literature by providing a novel model for studying reinforced mand variability in children, and by demonstrating how practitioners could use prompts and differential reinforcement to increase topographical mand variability in children with autism.
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Affiliation(s)
- Bryant C Silbaugh
- a Department of Interdisciplinary Learning and Teaching , The University of Texas at San Antonio , San Antonio , TX , USA
| | - Terry S Falcomata
- b Department of Special Education , The University of Texas at Austin , Austin , TX , USA
| | - Raechal H Ferguson
- b Department of Special Education , The University of Texas at Austin , Austin , TX , USA
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18
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An evaluation of delay to reinforcement and mand variability during functional communication training. J Appl Behav Anal 2018; 51:263-275. [DOI: 10.1002/jaba.441] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/29/2015] [Accepted: 11/04/2016] [Indexed: 01/14/2023]
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Falcomata TS, Muething CS, Silbaugh BC, Adami S, Hoffman K, Shpall C, Ringdahl JE. Lag Schedules and Functional Communication Training: Persistence of Mands and Relapse of Problem Behavior. Behav Modif 2017; 42:314-334. [PMID: 29169242 DOI: 10.1177/0145445517741475] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
We evaluated the effects of lag schedules of reinforcement and functional communication training (FCT) on mand variability and problem behavior in two children with autism spectrum disorder. Specifically, we implemented FCT with increasing lag schedules and compared its effects on problem behavior with baseline conditions. The results showed that both participants exhibited low rates of problem behavior during treatment relative to baseline during and following schedule thinning (up to a Lag 5 schedule arrangement). Variable and total mands remained high during schedule thinning. With one participant, variable manding persisted when the value of the lag schedule was reduced to zero. The current results are discussed in terms of implications for training multiple mand topographies during FCT for the potential prevention and/or mitigation of clinical relapse during challenges to treatment.
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Affiliation(s)
| | | | - Bryant C Silbaugh
- 1 The University of Texas at Austin, TX, USA.,3 The University of Texas at San Antonio, TX, USA
| | - Summer Adami
- 4 Lone Star ABA: Behavioral Services & Supports, Magnolia, TX, USA
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DeSouza AA, Akers JS, Fisher WW. Empirical Application of Skinner's Verbal Behavior to Interventions for Children with Autism: A Review. Anal Verbal Behav 2017; 33:229-259. [PMID: 30854299 PMCID: PMC6381329 DOI: 10.1007/s40616-017-0093-7] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/07/2023] Open
Abstract
Sundberg and Michael (2011) reviewed the contributions of Skinner's (1957) Verbal Behavior to the treatment of language delays in children with autism spectrum disorder (ASD) and discussed several aspects of interventions, including mand training, intraverbal repertoire development, and the importance of using Skinner's taxonomy of verbal behavior in the clinical context. In this article, we provide an update of Sundberg and Michael's review and expand on some discussion topics. We conducted a systematic review of studies that focused on Skinner's verbal operants in interventions for children with ASD that were published from 2001 to 2017 and discussed the findings in terms of journal source, frequency, and type of verbal operant studied.
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Affiliation(s)
| | - Jessica S. Akers
- Department of Educational Psychology, Baylor University, Waco, TX USA
| | - Wayne W. Fisher
- Center for Autism Spectrum Disorders, Munroe-Meyer Institute, University of Nebraska Medical Center, 985450 Nebraska Medical Center, Omaha, NE 68198 USA
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