1
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Morris C, Oliveira JP, Perrin J, Federico CA, Martasian PJ. Toward a further understanding of assent. J Appl Behav Anal 2024; 57:304-318. [PMID: 38357964 DOI: 10.1002/jaba.1063] [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: 01/19/2024] [Indexed: 02/16/2024]
Abstract
Arranging assent opportunities is an increasingly common strategy for involving clients in therapeutic decisions within behavior analysis. Recent behavior-analytic articles have helped create a basic behavioral definition and conceptualization of assent, but much more guidance is needed for practitioners and researchers interested in embedding assent into their practices. The purpose of this article is to advance the conceptualization and understanding of assent and assent practices by refining previous definitions and conceptualizations of assent and providing six essential considerations for embedding assent into practice. The six considerations consist of determining the applicability and feasibility of assent, assessing assent-related skills, arranging assent procedures and teaching assent-related skills, arranging fair choices, selecting opportunities to assess assent, and informally assessing assent. Following the discussion of the considerations for assent practices, we issue a call for specific topics of research on assent.
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Affiliation(s)
- Cody Morris
- Department of Psychology, Salve Regina University, Newport, RI, USA
| | - Jacob P Oliveira
- Department of Psychology, Salve Regina University, Newport, RI, USA
- Pathways Strategic Teaching Center, Coventry, RI, USA
| | - Jesse Perrin
- Department of Psychology, Salve Regina University, Newport, RI, USA
- Pathways Strategic Teaching Center, Coventry, RI, USA
| | - Caitlyn A Federico
- Department of Psychology, Salve Regina University, Newport, RI, USA
- Pathways Strategic Teaching Center, Coventry, RI, USA
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2
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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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3
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Orozco D, Cividini-Motta C, Campos C, Brolmann HA. Teaching Mands: Correspondence among Acquisition, Recommendations of the Essential for Living Communication Modality Assessment, and Preference. Behav Anal Pract 2023; 16:812-825. [PMID: 37680326 PMCID: PMC10480123 DOI: 10.1007/s40617-022-00764-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/21/2022] [Indexed: 12/12/2022] Open
Abstract
Approximately 25% to 35% of individuals diagnosed with an autism spectrum disorder (ASD) do not acquire vocal speech and may require an augmentative and alternative communication (AAC) modality to express their wants and needs. There are various modes of AAC that individuals with limited vocal speech may use (e.g., manual signs, picture cards). However, the process used to identify the most appropriate communication modality for an individual is not always systematic. Thus, the acquisition of the specified AAC modality may be slow if the communication modality prescribed is inappropriate. To date, there are a few methods that may be used to select an AAC modality. However, these methods consider different variables. For example, McGreevy et al. (2014) included a communication assessment within the Essential for Living (EFL) manual that identifies and ranks appropriate AAC modalities for individuals. Nevertheless, to date, there is no research demonstrating that individuals will acquire the communication modality recommended by the EFL or comparing acquisition of this AAC modality to other frequently used AACs. Thus, this study aimed to compare acquisition of mands across three AACs, evaluate whether mands taught using the AAC modality recommended by the EFL were acquired in fewer sessions, and determine whether participants preferred the AAC modality acquired in fewer sessions. Four children diagnosed with ASD and limited vocal repertoires participated in this study. All participants acquired mands using the AAC modality recommended by the EFL. However, for all participants, rate of acquisition was similar across all three modalities of AAC and preference of AAC was idiosyncratic.
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Affiliation(s)
- Daniella Orozco
- Applied Behavior Analysis Program, Department of Child and Family Studies, University of South Florida, 13301 Bruce B. Downs Blvd., Tampa, FL 33612 USA
| | - Catia Cividini-Motta
- Applied Behavior Analysis Program, Department of Child and Family Studies, University of South Florida, 13301 Bruce B. Downs Blvd., Tampa, FL 33612 USA
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4
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Veneziano J, Shea S. They have a Voice; are we Listening? Behav Anal Pract 2022; 16:127-144. [PMID: 37006422 PMCID: PMC10050513 DOI: 10.1007/s40617-022-00690-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/20/2022] [Indexed: 10/18/2022] Open
Abstract
The field of applied behavior analysis (ABA) has produced powerful changes and improvements to the lives of many. However, the field is not immune from criticism. One criticism from those outside the field is that the goal of ABA therapy is to make Autistic people appear "indistinguishable" from their peers. This paper examines "indistinguishability" and its implications by defining "indistinguishable" in behavior analytic terms, exploring how the term was used in two notable studies in the field (Lovaas, 1987, Journal of Consulting and Clinical Psychology, 55[1], 3-9; Rekers & Lovaas, 1974, Journal of Applied Behavior Analysis, 7[2], 173-190), and providing a review of the social validity and ethical implications of having "indistinguishability" as an explicit or implied goal. This is partially accomplished by incorporating concerns from the Autistic self-advocate community. We argue that the Autistic self-advocate community's concerns surrounding "indistinguishability" as a goal have a degree of legitimacy and need to be given due consideration. Suggestions for addressing these concerns in ABA degree programs and research are discussed, emphasizing the importance of considering stakeholder values, taking criticisms seriously, and making changes when necessary.
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5
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Franklin AN, Martin AL, Perlman JE, Bloomsmith MA. Functional Analysis and Successful Treatment of a Captive Rhesus Macaque's Disruptive Behavior. J APPL ANIM WELF SCI 2022; 25:287-296. [PMID: 34056962 PMCID: PMC9836391 DOI: 10.1080/10888705.2021.1931868] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/14/2023]
Abstract
Functional analysis (FA) is a method developed and used by behavior analysts in human clinical settings to identify possible environmental variables that reinforce undesired behavior. FA is increasingly being applied to better understand the behavior of nonhuman animals. When training monkeys in a room with others, disruptive behavior displayed by neighboring monkeys can impede training progress. In the present study, a FA identified possible reinforcers of disruptive behavior (loud shaking of a toy) exhibited frequently (24% duration pre-treatment) by a rhesus macaque (Macaca mulatta) during in-room training sessions. The functional analysis identified that contingent delivery of foods was maintaining the disruptive behavior, with a mean percent duration of 57% in this condition. The implementation of a function-based treatment consisting of continuous access to a preferred food during in-room training sessions successfully decreased disruptive behavior by over 90% as measured during 15 subsequent sessions. This study advances the current literature applying functional analysis to nonhuman primates as a means of determining the reinforcers maintaining aberrant or undesirable behavior and applying effective treatments based on understanding this function.
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Affiliation(s)
- Andrea N. Franklin
- Yerkes National Primate Research Center, Emory University, Atlanta, GA, USA
| | - A. L. Martin
- Department of Psychological Science, Kennesaw State University, Kennesaw, GA, USA
| | - J. E. Perlman
- Yerkes National Primate Research Center, Emory University, Atlanta, GA, USA
| | - M. A. Bloomsmith
- Yerkes National Primate Research Center, Emory University, Atlanta, GA, USA
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6
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Muharib R, Dowdy A, Rajaraman A, Jessel J. Contingency-based delay to reinforcement following functional communication training for autistic individuals: A multilevel meta-analysis. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2021; 26:761-781. [PMID: 34961394 DOI: 10.1177/13623613211065540] [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] [Indexed: 11/15/2022]
Abstract
LAY ABSTRACT Functional communication training, an intervention for challenging behavior rooted in principles of applied behavior analysis, has copious empirical support dating back to the mid-1980s for autistic individuals. Recently, there has been a concerted effort to thin reinforcement delivery during functional communication training using contingency-based delays that, in turn, are designed to enhance practicality and feasibility while not compromising efficacy. In this synthesis, we meta-analyzed the literature base with the goal of investigating both combined and across type effectiveness of contingency-based delays. We also aimed to investigate moderating variables that might impact intervention outcomes. Findings showed that contingency-based delays were effective for individuals with an autism spectrum disorder diagnosis and most effective when the delay incorporated some form of positive reinforcement. In addition, differential reinforcement of alternative-based delays was overall more effective when compared to differential reinforcement of other behavior-based delays. Noteworthy moderating variables found to impact contingency-based delay efficacy included the intervention dosage and the topography of behavior. We discuss these findings and highlight directions where additional empirical research is warranted to improve our understanding about contingency-based delays for individuals diagnosed with autism spectrum disorder.
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7
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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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Anderson R, Taylor S, Taylor T, Virues‐Ortega J. Thematic and textual analysis methods for developing social validity questionnaires in applied behavior analysis. BEHAVIORAL INTERVENTIONS 2021. [DOI: 10.1002/bin.1832] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/13/2023]
Affiliation(s)
| | | | - Tessa Taylor
- Paediatric Feeding International Sydney Australia
| | - Javier Virues‐Ortega
- The University of Auckland Auckland New Zealand
- Universidad Autónoma de Madrid Madrid Spain
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9
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Rajaraman A, Austin JL, Gover HC, Cammilleri AP, Donnelly DR, Hanley GP. Toward trauma-informed applications of behavior analysis. J Appl Behav Anal 2021; 55:40-61. [PMID: 34525220 DOI: 10.1002/jaba.881] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2021] [Revised: 08/11/2021] [Accepted: 08/11/2021] [Indexed: 12/29/2022]
Abstract
Despite a growing acknowledgement of the importance of understanding the impacts of trauma on therapeutic approaches across human service disciplines, discussions of trauma have been relatively infrequent in the behavior analytic literature. In this paper, we delineate some of the barriers to discussing and investigating trauma in applied behavior analysis (ABA) and describe how the core commitments of trauma-informed care could be applied to behavior analysis. We then provide some examples of how trauma-informed care might be incorporated into ABA practice. We conclude by suggesting opportunities to approach trauma as a viable avenue for behavior analytic research and argue that omitting trauma-informed care from ABA could be detrimental not only to the public perception of ABA, but to the effectiveness of our assessment and treatment procedures.
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10
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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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11
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Morris C, Detrick JJ, Peterson SM. Participant assent in behavior analytic research: Considerations for participants with autism and developmental disabilities. J Appl Behav Anal 2021; 54:1300-1316. [PMID: 34144631 DOI: 10.1002/jaba.859] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2021] [Revised: 05/15/2021] [Accepted: 05/16/2021] [Indexed: 11/12/2022]
Abstract
Obtaining assent from potential research participants is an important component of research for reasons related to ethics compliance, self-determination, and choice. However, unique issues arise when working with populations who cannot assent through traditional means, such as individuals with Autism Spectrum Disorder (ASD) and related developmental disabilities (DD). The purpose of this paper is to review and discuss assent practices within behavior-analytic research to identify strategies that can be used to obtain assent from potential participants with ASD and DDs. We began with a descriptive literature review of behavior-analytic articles that included the term "assent" to identify what practices behavior analysts have used to obtain assent from participants. In short, very few articles that clearly addressed assent procedures were identified. Thus, we propose a model for gaining assent when working with individuals with ASD and DDs.
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Affiliation(s)
- Cody Morris
- Department of Psychology, Salve Regina University
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12
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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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13
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Rajaraman A, Hanley GP, Gover HC, Staubitz JL, Staubitz JE, Simcoe KM, Metras R. Minimizing Escalation by Treating Dangerous Problem Behavior Within an Enhanced Choice Model. Behav Anal Pract 2021; 15:219-242. [DOI: 10.1007/s40617-020-00548-2] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/21/2020] [Indexed: 11/25/2022] Open
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14
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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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15
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Cariveau T, Hunt K, Robbins H, Brown AR. Preference for Alternative Communication Modality Based on Reinforcer Quality and Availability. Behav Modif 2021; 46:799-818. [PMID: 33538179 DOI: 10.1177/0145445521992308] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Preference for augmentative or alternative communication (AAC) systems has received growing interest in work with individuals with developmental disabilities. An individual may choose a modality based on technological (e.g., auditory-output) or aesthetic features of a system; however, it is ideal that functional features (i.e., effectiveness in producing a reinforcer) affect preference to a much greater extent. Prior research has treated preference as a static variable and may commonly report a lack of preference for a modality or control by irrelevant features of the assessment (e.g., position of the modality in an array). The current study assessed the preference for AAC modalities of a teenager with autism spectrum disorder and intellectual disability using a concurrent-chains procedure. This study extended prior research by including additional methods to ensure accurate assessment of preference (i.e., a control condition) and a reinforcer manipulation to determine whether preference was controlled by non-functional (e.g., aesthetic) or functional (i.e., reinforcer quality and availability) variables. Preference was found to be functionally related to reinforcer availability, including when rapidly alternated between modalities. Moreover, the participant consistently allocated responding away from the control condition. Implications for self-determination and suggestions for future research on preference for AAC systems are considered.
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Affiliation(s)
- Tom Cariveau
- University of North Carolina Wilmington, Wilmington, USA
| | - Katelyn Hunt
- University of North Carolina Wilmington, Wilmington, USA
| | - Halley Robbins
- University of North Carolina Wilmington, Wilmington, USA
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16
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Ward SN, Hanley GP, Warner CA, Gage EE. Does teaching an omnibus mand preclude the development of specifying mands? J Appl Behav Anal 2020; 54:248-269. [PMID: 33058160 DOI: 10.1002/jaba.784] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2019] [Revised: 08/15/2020] [Accepted: 08/16/2020] [Indexed: 11/11/2022]
Abstract
When problem behavior is controlled by a synthesized reinforcement contingency, a simple omnibus mand that yields access to all reinforcers simultaneously has been shown to effectively replace problem behavior. The question arises as to whether teaching an omnibus mand will preclude the acquisition of specifying mands for each of the combined reinforcers. In this study, after 3 students diagnosed with autism acquired an omnibus mand ("My way, please") that yielded all identified reinforcers simultaneously, specifying mands (e.g., "All done," "May I have my toys?" "Play with me") were taught to yield each individual reinforcer (e.g., escape, tangibles, attention). Problem behavior was immediately eliminated for all children, and the omnibus mand was acquired quickly. Teaching an omnibus mand did not preclude acquisition of specifying mands for any learner and instead allowed for the acquisition of specifying mands once problem behavior had been effectively reduced.
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Affiliation(s)
- Shannon N Ward
- Western New England University.,The New England Center for Children
| | | | | | - Ellen E Gage
- Western New England University.,The New England Center for Children
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17
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Stocco CS, Saavedra I, Fakharzadeh S, Patel MR, Thompson RH. A comparison of intervention for problematic speech using reinforcement with and without preferred topics. J Appl Behav Anal 2020; 54:217-230. [PMID: 32989767 DOI: 10.1002/jaba.770] [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: 11/22/2019] [Revised: 07/23/2020] [Accepted: 07/23/2020] [Indexed: 11/07/2022]
Abstract
Previous research has shown that responding to the appropriate and problematic speech of individuals diagnosed with developmental disabilities with interested and uninterested listener responses, respectively, can promote more appropriate conversational engagement. However, Fisher et al. (2013) also responded to appropriate speech with access to preferred conversational topics. This study examined the influence of listener interest on the problematic speech of 8 participants and tested the additive effects of (Study 1) and participant preference for (Study 2) delivering preferred topics as reinforcement for appropriate speech. Interventions were equally effective with or without arranging access to preferred topics, but a majority of participants demonstrated a preference for intervention with contingent access to preferred topics. Caregivers and speech-language pathologists rated the intervention procedures as acceptable and changes in participants' speech satisfactory.
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Affiliation(s)
| | | | | | - Meg R Patel
- Department of Psychology, University of the Pacific
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18
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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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19
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Lloveras LA, Call NA, Bourret JC, Slocum SK. Evaluation of a
concurrent‐operant
demand assessment to determine task preference. BEHAVIORAL INTERVENTIONS 2020. [DOI: 10.1002/bin.1737] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Lindsay A. Lloveras
- Department of Psychology University of Florida Gainesville FL USA
- New England Center for Children Southborough MA USA
- Western New England University Springfield MA USA
| | - Nathan A. Call
- Marcus Autism Center Atlanta GA USA
- School of Medicine Emory University Atlanta GA USA
| | - Jason C. Bourret
- New England Center for Children Southborough MA USA
- Western New England University Springfield MA USA
| | - Sarah K. Slocum
- Marcus Autism Center Atlanta GA USA
- School of Medicine Emory University Atlanta GA USA
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20
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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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21
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22
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Tudor A, Leon Y, Argueta T, Brewer A, Wine B. A Preliminary Laboratory Evaluation: Effects of Consequence Quality and Ratio-Schedule Arrangements on Staff Performance. JOURNAL OF ORGANIZATIONAL BEHAVIOR MANAGEMENT 2020. [DOI: 10.1080/01608061.2020.1715318] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Affiliation(s)
- Ashley Tudor
- School of Behavior Analysis, Florida Institute of Technology, Melbourne, Florida, USA
| | - Yanerys Leon
- Department of Psychology, University of Miami, Coral Gables, Florida, USA
| | - Tracy Argueta
- Department of Psychology, University of Florida, Gainesville, Florida, USA
| | - Adam Brewer
- Department of Education and Educational Psychology, Western Connecticut State University, Danbury, Connecticut, USA
| | - Byron Wine
- School of Behavior Analysis, Florida Institute of Technology, Melbourne, Florida, USA
- The Faison Center, Richmond, Virginia, USA
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23
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Lozy ED, Holmes SC, Donaldson JM. The effects of paired kinesthetic movements on literacy skills acquisition with preschoolers. J Appl Behav Anal 2020; 53:1337-1353. [PMID: 31930509 DOI: 10.1002/jaba.677] [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: 06/05/2019] [Accepted: 10/30/2019] [Indexed: 11/09/2022]
Abstract
Students who fail to acquire foundational literacy skills during preschool are more likely to read below grade level average in elementary school and are at a heightened risk for future school failure, poverty, early mortality, and crime. The purpose of this study was to compare the effects and maintenance of and preference for paired kinesthetic movements (KM) to a traditional drill (TD) procedure on letter-sound correspondence and word recognition with 6 preschool children. In 6 of 11 evaluations, participants mastered the KM set in substantially fewer intervention sessions than the TD set. In 5 of 11 evaluations, participants mastered the KM and TD sets with little differentiation between the number of intervention sessions. No participant mastered the control set. Maintenance data demonstrate a higher number of correct responses for the KM condition across all weeks. Preference varied across participants and was not always consistent with the more effective intervention.
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Jorgenson CD, Clay CJ, Kahng S. Evaluating preference for and reinforcing efficacy of a therapy dog to increase verbal statements. J Appl Behav Anal 2019; 53:1419-1431. [PMID: 31856321 DOI: 10.1002/jaba.668] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2018] [Accepted: 09/23/2019] [Indexed: 11/07/2022]
Abstract
The purpose of this study was to evaluate preference for and reinforcing efficacy of a therapy dog to increase verbal statements across different contingencies. Five children with autism spectrum disorder ages 3-8 years participated. Alternating treatments and reversal designs were used to compare conditions in which (a) a therapy dog was not present, (b) access to a therapy dog was noncontingent, (c) access to a therapy dog was contingent on interacting with a therapist, and (d) access to another preferred item was contingent on interacting with a therapist. Results varied across participants. Noncontingent access to the therapy dog slightly increased verbal statements for 1 participant. Contingent access to the therapy dog increased social interactions for 2 participants; however, this was the most effective intervention for only 1 participant. Practitioners should be aware that some clients may be better suited for interventions including therapy dogs than others.
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Affiliation(s)
| | - Casey J Clay
- University of Missouri, Thompson Center for Autism & Neurodevelopmental Disorders
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25
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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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27
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Thomas BR, Lafasakis M. Modifying a behavior intervention plan according to classroom aides acceptability ratings: effects on treatment integrity and challenging behavior. INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2019; 65:185-194. [PMID: 34141339 PMCID: PMC8115539 DOI: 10.1080/20473869.2019.1589046] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/24/2018] [Revised: 02/25/2019] [Accepted: 02/26/2019] [Indexed: 06/12/2023]
Abstract
This study evaluated the effects of an acceptability questionnaire on classroom aides' treatment integrity during implementation of behavioral intervention plans, using a multiple-probe-baseline across-participants design. Four classroom aides in a special education preschool classroom rarely used procedures recommended to manage the challenging behavior of a four-year-old boy with autism spectrum disorder (ASD) during baseline. After using the questionnaire results to create a functionally equivalent behavior intervention plan that was comprised of components the aides rated as more acceptable, three of the four aides greatly improved their use of the procedures and an ancillary reduction in the child's challenging behavior was observed. Overall, results suggest that including staff acceptance measures during the intervention selection process may bolster subsequent intervention integrity.
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Affiliation(s)
| | - Michael Lafasakis
- St. Paul’s Autism Research & Training Academy and Kidz Choice Services, Inc., Brooklyn, NY, USA
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28
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Taylor S, Purdy SC, Jackson B, Phillips K, Virues-Ortega J. Evaluation of a Home-Based Behavioral Treatment Model for Children With Tube Dependency. J Pediatr Psychol 2019; 44:656-668. [DOI: 10.1093/jpepsy/jsz014] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/22/2018] [Revised: 02/05/2019] [Accepted: 02/08/2019] [Indexed: 11/13/2022] Open
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29
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Lugo AM, McArdle PE, King ML, Lamphere JC, Peck JA, Beck HJ. Effects of Presession Pairing on Preference for Therapeutic Conditions and Challenging Behavior. Behav Anal Pract 2019; 12:188-193. [PMID: 30918783 PMCID: PMC6411560 DOI: 10.1007/s40617-018-0268-2] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022] Open
Abstract
The current study examined child preference for presession therapeutic conditions. A 4-year-old female diagnosed with autism spectrum disorder (ASD) was exposed to three conditions in a concurrent-chains arrangement: presession pairing (PSP) prior to the onset of discrete-trial instruction (DTI), free play (FP) prior to DTI, or immediate onset of DTI. Initial link selections in the concurrent-chains arrangement suggested a relative preference for the PSP condition across multiple therapists. Negative vocalizations decreased across all conditions following implementation of the concurrent-chains arrangement with no differentiation between therapeutic conditions.
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Affiliation(s)
- Ashley M. Lugo
- Department of Educational Leadership and Counseling, College of Education, Southeast Missouri State University, One University Plaza MS 5575, Cape Girardeau, MO 63701 USA
| | - Paige E. McArdle
- Department of Educational Psychology, College of Education, University of Georgia, Athens, GA USA
| | - Melissa L. King
- University Autism Center, Southeast Missouri State University, Cape Girardeau, MO USA
| | | | - Janelle A. Peck
- Department of Psychology, Munroe-Meyer Institute, University of Nebraska Medical Center, Omaha, NE USA
| | - Hanna J. Beck
- Department of Psychology, Munroe-Meyer Institute, University of Nebraska Medical Center, Omaha, NE USA
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30
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Argueta T, Leon Y, Brewer A. Exchange schedules in token economies: A preliminary investigation of second‐order schedule effects. BEHAVIORAL INTERVENTIONS 2019. [DOI: 10.1002/bin.1661] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Tracy Argueta
- Behavior AnalysisFlorida Institute of Technology Melbourne Florida
| | - Yanerys Leon
- Behavior AnalysisFlorida Institute of Technology Melbourne Florida
| | - Adam Brewer
- Behavior AnalysisFlorida Institute of Technology Melbourne Florida
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31
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Fisher WW, Saini V, Greer BD, Sullivan WE, Roane HS, Fuhrman AM, Craig AR, Kimball RT. Baseline reinforcement rate and resurgence of destructive behavior. J Exp Anal Behav 2019; 111:75-93. [PMID: 30499107 PMCID: PMC6350246 DOI: 10.1002/jeab.488] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2018] [Accepted: 11/10/2018] [Indexed: 01/10/2023]
Abstract
Concepts from behavioral momentum theory, along with some empirical findings, suggest that the rate of baseline reinforcement may contribute to the relapse of severe destructive behavior. With seven children who engaged in destructive behavior, we tested this hypothesis in the context of functional communication training by comparing the effects of different baseline reinforcement rates on resurgence during a treatment challenge (i.e., extinction). We observed convincing resurgence of destructive behavior in four of seven participants, and we observed more resurgence in the condition associated with high-rate baseline reinforcement (i.e., variable-interval 2 s in Experiment 1 or fixed-ratio 1 in Experiment 2) compared to a low-rate baseline reinforcement condition. We discuss the implications of these results relative to schedules of reinforcement in the treatment of destructive behavior and strategies to mitigate resurgence in clinical settings.
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Affiliation(s)
- Wayne W. Fisher
- University of Nebraska Medical Center’s Munroe-Meyer Institute
| | | | - Brian D. Greer
- University of Nebraska Medical Center’s Munroe-Meyer Institute
| | | | | | | | - Andrew R. Craig
- University of Nebraska Medical Center’s Munroe-Meyer Institute
| | - Ryan T. Kimball
- University of Nebraska Medical Center’s Munroe-Meyer Institute
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32
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Conine DE, Vollmer TR. Relative preferences for edible and leisure stimuli in children with autism. J Appl Behav Anal 2018; 52:557-573. [PMID: 30468244 DOI: 10.1002/jaba.525] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2017] [Accepted: 07/10/2018] [Indexed: 11/08/2022]
Abstract
Prior researchers have reported a tendency for individuals with developmental disabilities to select edible items more often than leisure items when those items are presented together in stimulus preference assessments. However, children with autism spectrum disorders (ASD), with whom many behavior analysts currently practice, are underrepresented in this body of literature. We conducted a replication of prior research with 26 children with ASD. Results indicated that edible items were more likely than leisure items to rank highly in our preference assessments, in concurrence with prior research. However, leisure items were also selected more often overall than in prior research, and significant individual variation was observed. These results suggest that preference assessments containing both edible and leisure stimuli can yield useful information for behavior analysts providing services to children with ASD, and the degree of preference for edible items noted in prior work may not be reflected in this contemporary population.
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33
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Briggs AM, Akers JS, Greer BD, Fisher WW, Retzlaff BJ. Systematic Changes in Preference for Schedule-Thinning Arrangements as a Function of Relative Reinforcement Density. Behav Modif 2018; 42:472-497. [PMID: 29182009 PMCID: PMC5930149 DOI: 10.1177/0145445517742883] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
We treated destructive behavior maintained by both social-positive (i.e., access to tangibles) and social-negative (i.e., escape from demands) reinforcement in an individual diagnosed with autism spectrum disorder using functional communication training (FCT). We then thinned the schedule of reinforcement for the tangible function using a multiple schedule (mult FCT) and later thinned the availability of escape using a chained schedule (chain FCT). Both treatments proved effective at maintaining functional communicative responses while decreasing destructive behavior to near-zero levels. In addition, treatment effects maintained when we rapidly thinned mult FCT to the terminal schedule. Throughout chain-FCT schedule thinning, we assessed client preference for each schedule-thinning arrangement (mult FCT or chain FCT) using a concurrent-chains procedure. Client preference reliably shifted from chain FCT to mult FCT as the response requirement increased and the proportion of session spent in reinforcement began to favor mult FCT. We discuss the clinical implications of these findings.
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Affiliation(s)
- Adam M Briggs
- 1 University of Nebraska Medical Center, Omaha, NE, USA
| | - Jessica S Akers
- 1 University of Nebraska Medical Center, Omaha, NE, USA
- 2 Baylor University School of Education, Waco, TX, USA
| | - Brian D Greer
- 1 University of Nebraska Medical Center, Omaha, NE, USA
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34
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DeQuinzio JA, Taylor BA, Tomasi BJ. Observational learning and children with autism: discrimination training of known and unknown stimuli. J Appl Behav Anal 2018; 51:802-818. [PMID: 29911304 DOI: 10.1002/jaba.481] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2017] [Accepted: 04/24/2018] [Indexed: 11/10/2022]
Abstract
We extended past observational learning research by incorporating stimuli already known to participants into training. We used a multiple-baseline design across three participants to determine the effects of discrimination training on the discrimination of consequences applied to modeled responses using both known and unknown pictures. During baseline, participants were exposed to modeled correct and incorrect picture labels and were observed to imitate modeled responses that were incorrect and followed by negative feedback. During discrimination training, we taught participants to label known pictures regardless of observed responses and consequences. With unknown pictures, we taught participants to imitate correct and reinforced modeled responses, and to say, "I don't know," when modeled responses were incorrect and received negative feedback. Test sessions measured responding to known and unknown pictures and showed acquisition over baseline levels. Generalization to pictures not associated with training was variable. Implications for teaching observational learning to children with autism are discussed.
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35
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Joachim BT, Carroll RA. A comparison of consequences for correct responses during discrete-trial instruction. LEARNING AND MOTIVATION 2018. [DOI: 10.1016/j.lmot.2017.01.002] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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36
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Kuroda T, Cançado CRX, Podlesnik CA. Relative effects of reinforcement and punishment on human choice. ACTA ACUST UNITED AC 2018. [DOI: 10.1080/15021149.2018.1465754] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Affiliation(s)
| | | | - Christopher A. Podlesnik
- Schools of Psychology and Behavior Analysis, Florida Institute of Technology and the Scott Center for Autism Treatment, Melbourne, FL, USA
- School of Psychology, The University of Auckland, Auckland, New Zealand
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37
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Lepper TL, Petursdottir AI. Effects of response-contingent stimulus pairing on vocalizations of nonverbal children with autism. J Appl Behav Anal 2017; 50:756-774. [DOI: 10.1002/jaba.415] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2015] [Accepted: 10/21/2016] [Indexed: 11/06/2022]
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38
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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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39
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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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40
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Greer BD, Fisher WW. Treatment of Socially Reinforced Problem Behavior. HANDBOOK OF TREATMENTS FOR AUTISM SPECTRUM DISORDER 2017. [DOI: 10.1007/978-3-319-61738-1_11] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
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41
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Ringdahl JE, Berg WK, Wacker DP, Ryan S, Ryan A, Crook K, Molony M. Further Demonstrations of Individual Preference among Mand Modalities during Functional Communication Training. JOURNAL OF DEVELOPMENTAL AND PHYSICAL DISABILITIES 2016; 28:905-917. [PMID: 29563763 PMCID: PMC5858729 DOI: 10.1007/s10882-016-9518-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
Previous research related to functional communication training has demonstrated its effectiveness across various communication modalities. Additionally, at least one study has demonstrated that, while the intervention can be effective across various communication modalities, individual participants demonstrate a preference among available communication modalities (indicated by response allocation under a concurrent schedules arrangement). The current study evaluated preference among concurrently available communication modalities for 18 individuals with developmental disabilities, including autism spectrum disorder and intellectual disability. Results of the study indicated that each of the individuals demonstrated a preference between communicative response modalities, though preference was not always immediately ascertained. The results are discussed within the context of implications for design and implementation of functional communication training.
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Affiliation(s)
- Joel E Ringdahl
- Department of Communication Sciences and Special Education, University of Georgia, Athens, GA, USA
| | - Wendy K Berg
- Department of Pediatrics, University of Iowa Carver College of Medicine, Iowa City, USA
| | - David P Wacker
- Department of Pediatrics, University of Iowa Carver College of Medicine, Iowa City, USA
| | - Stephen Ryan
- Department of Pediatrics, University of Iowa Carver College of Medicine, Iowa City, USA
| | - Anna Ryan
- Department of Pediatrics, University of Iowa Carver College of Medicine, Iowa City, USA
| | - Kayla Crook
- Department of Communication Sciences and Special Education, University of Georgia, Athens, GA, USA
| | - Maggie Molony
- Department of Communication Sciences and Special Education, University of Georgia, Athens, GA, USA
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42
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Slaton JD, Hanley GP. Effects of multiple versus chained schedules on stereotypy and item engagement. J Appl Behav Anal 2016; 49:927-946. [DOI: 10.1002/jaba.345] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2015] [Accepted: 06/20/2016] [Indexed: 11/11/2022]
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43
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Rapp JT, Dozier CL, Carr JE, Patel MR, Enloe KA. Functional Analysis of Erratic Body Movement Maintained by Visual Stimulation. Behav Modif 2016; 28:118-32. [PMID: 14710709 DOI: 10.1177/0145445503259260] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
A concurrent-operantsdesign was used to analyze the repetitive behavior of observing reflective surfaces while simultaneously engaging in erratic gross-motor body movements (EBMs) exhibited by a young boy diagnosed with autism. The assessment involved an evaluation of preference for controlled (i. e., the participant controlled the visual activity on a TV screen) versus uncontrolled (i. e., the participant viewed a previously recorded tape from the controlled condition) TV footage of his EBMs. The analysis indicated that both observing and EBMs were maintained by the direct correspondence between the body movements and the visual stimulation they produced when controlled by the participant. Thus, the EBMs appeared to be maintained on a conjugate schedule of reinforcement.
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44
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Kwak MM, Ervin RA, Anderson MZ, Austin J. Agreement of Function Across Methods Used in School-Based Functional Assessment With Preadolescent and Adolescent Students. Behav Modif 2016; 28:375-401. [PMID: 15104868 DOI: 10.1177/0145445503258990] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
As we begin to apply functional assessment procedures in mainstream educational settings, there is a need to explore options for identifying behavior function that are not only effective but efficient and practical for school personnel to employ. Attempts to simplify the functional assessment process are evidenced by the development of informant assessment measures (e.g., interviews, rating scales). In this study, the agreement (i.e., on relative rankings and primary function) across sources of information regarding behavior function was examined for 19 students in a middle school setting. These measures included teacher ratings, student ratings, student interviews, observer ratings, and conditional probabilities. In addition, for 1 student, whether information obtained through these sources was consistent with that obtained through a brief analog analysis of function was examined. Results indicated low agreement regarding rank order of behavior function and on primary function across all sources of information.
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45
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Saini V, Miller SA, Fisher WW. Multiple schedules in practical application: Research trends and implications for future investigation. J Appl Behav Anal 2016; 49:421-44. [PMID: 26990754 PMCID: PMC4892965 DOI: 10.1002/jaba.300] [Citation(s) in RCA: 47] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2015] [Accepted: 10/28/2015] [Indexed: 11/07/2022]
Abstract
Researchers began studying multiple schedules in basic laboratories, but recent advances have extended research on multiple schedules to a wide variety of socially significant applications, especially during the last decade. Applied researchers have used multiple schedules to (a) promote stimulus control over high-rate appropriate behaviors, (b) thin the schedule of reinforcement following functional communication training, and (c) obtain stimulus control over problem behaviors maintained by automatic reinforcement. In the current paper, we reviewed 31 studies with 147 applications identified through a search of the applied literature on multiple schedules. Using these studies, we (a) reviewed the empirical literature on multiple schedules, (b) recommended multiple-schedule procedures that serve as best practice guidelines for applied behavior analysts, (c) identified the generality and boundaries of current knowledge about the effectiveness of multiple schedules, and (d) critically analyzed the literature to provide directions for future multiple-schedule research.
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Affiliation(s)
- Valdeep Saini
- The University of Nebraska Medical Center's Munroe-Meyer Institute
| | - Scott A Miller
- The University of Nebraska Medical Center's Munroe-Meyer Institute
| | - Wayne W Fisher
- The University of Nebraska Medical Center's Munroe-Meyer Institute
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46
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Kodak T, Campbell V, Bergmann S, LeBlanc B, Kurtz-Nelson E, Cariveau T, Haq S, Zemantic P, Mahon J. Examination of efficacious, efficient, and socially valid error-correction procedures to teach sight words and prepositions to children with autism spectrum disorder. J Appl Behav Anal 2016; 49:532-47. [PMID: 27150389 DOI: 10.1002/jaba.310] [Citation(s) in RCA: 34] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2015] [Accepted: 12/08/2015] [Indexed: 11/07/2022]
Abstract
Prior research shows that learners have idiosyncratic responses to error-correction procedures during instruction. Thus, assessments that identify error-correction strategies to include in instruction can aid practitioners in selecting individualized, efficacious, and efficient interventions. The current investigation conducted an assessment to compare 5 error-correction procedures that have been evaluated in the extant literature and are common in instructional practice for children with autism spectrum disorder (ASD). Results showed that the assessment identified efficacious and efficient error-correction procedures for all participants, and 1 procedure was efficient for 4 of the 5 participants. To examine the social validity of error-correction procedures, participants selected among efficacious and efficient interventions in a concurrent-chains assessment. We discuss the results in relation to prior research on error-correction procedures and current instructional practices for learners with ASD.
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47
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Gabor AM, Fritz JN, Roath CT, Rothe BR, Gourley DA. Caregiver preference for reinforcement-based interventions for problem behavior maintained by positive reinforcement. J Appl Behav Anal 2016; 49:215-27. [PMID: 26792408 DOI: 10.1002/jaba.286] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/02/2013] [Accepted: 09/15/2015] [Indexed: 11/09/2022]
Abstract
Social validity of behavioral interventions typically is assessed with indirect methods or by determining preferences of the individuals who receive treatment, and direct observation of caregiver preference rarely is described. In this study, preferences of 5 caregivers were determined via a concurrent-chains procedure. Caregivers were neurotypical, and children had been diagnosed with developmental disabilities and engaged in problem behavior maintained by positive reinforcement. Caregivers were taught to implement noncontingent reinforcement (NCR), differential reinforcement of alternative behavior (DRA), and differential reinforcement of other behavior (DRO), and the caregivers selected interventions to implement during sessions with the child after they had demonstrated proficiency in implementing the interventions. Three caregivers preferred DRA, 1 caregiver preferred differential reinforcement procedures, and 1 caregiver did not exhibit a preference. Direct observation of implementation in concurrent-chains procedures may allow the identification of interventions that are implemented with sufficient integrity and preferred by caregivers.
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Toussaint KA, Kodak T, Vladescu JC. An evaluation of choice on instructional efficacy and individual preferences among children with autism. J Appl Behav Anal 2015; 49:170-5. [DOI: 10.1002/jaba.263] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2013] [Accepted: 07/09/2015] [Indexed: 11/12/2022]
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Stimulus Preference and Reinforcement Effects of the Madagascar Hissing Cockroach (Gromphordahina portentosa): A Case of Reverse Translational Research. PSYCHOLOGICAL RECORD 2015. [DOI: 10.1007/s40732-015-0149-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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