Using e-learning modules to teach ongoing-visual inspection of functional analyses.

Despite the effectiveness of function-based treatments, most clinicians do not conduct functional analyses (FA). The time required to conduct an FA is a major barrier preventing their use. One way to increase FA efficiency is to discontinue the analysis as soon as it has produced clear results. Saini et al. (2018) evaluated a structured procedure for ongoing-visual inspection of FAs and found that it produced accurate interpretations while averaging 40% fewer sessions than author interpretation. This study evaluated the efficacy of an e-learning module for training registered behavior technicians (RBTs) to implement ongoing visual inspection of FAs. Following training, 5 of the 6 participants showed mastery of ongoing visual inspection, and the final participant did so with the addition of supplemental procedures. We discuss how this training may increase the efficiency of FAs by teaching individuals who are less experienced in FA methodology when to seek supervision from a supervising Board Certified Behavior Analyst® (BCBA).

Using Schedule-Correlated Stimuli During Functional Communication Training to Promote the Rapid Transfer of Treatment Effects.

Prior research has shown that bringing functional communication responses under the discriminative control of schedule-correlated stimuli facilitates rapid reinforcement schedule thinning and the transfer of functional communication training (FCT) treatment effects to other therapists and settings. In Experiment 1, we extended this body of research by rapidly transferring FCT treatment effects to a caregiver, despite the caregiver's unique and lengthy history of reinforcement of the child's destructive behavior. In Experiment 2, we evaluated the degree to which FCT treatment effects transferred to another participant's caregivers when the caregivers implemented FCT with and without schedule-correlated stimuli. Rapid transfer of FCT treatment effects occurred only when caregivers used the schedule-correlated stimuli. We discuss the use of schedule-correlated stimuli within FCT procedures as a method of programming for generalization when extending treatment to caregivers.

Treatment of resistance to change in children with autism.

"Resistance to change" represents a core symptom of autism that we conceptualized and assessed as resulting in part due to factors known to govern free-operant choice. During a free-choice baseline, participants chose between problematic, resistive responses and an appropriate alternative response. During the asymmetrical-choice condition, we delivered their most highly preferred item if the participant chose the alternative response (i.e., differential reinforcement of alternative behavior [DRA]). During the guided- (Experiment 1) and singular- (Experiment 2) choice conditions, we prompted participants to choose the alternative response and then delivered their most highly preferred item (i.e., DRA with escape extinction). All participants learned to tolerate (Experiment 1) or choose (Experiment 2) the alternative response when we combined DRA with escape extinction. After exposure to escape extinction, two participants showed strong maintenance effects with DRA alone. We discuss these finding relative to the effects of DRA and escape extinction on resistance to change.

Assessing and Treating Elopement in a School Setting.

Elopement, or running away from supervised areas, is a dangerous and problematic behavior that compromises the safety of people with disabilities at disproportionately high rates. As such, it is paramount that teachers know how to respond to elopement during school to ensure student safety. Although general safety strategies may be helpful in preventing elopement, they fail to address the factors that trigger elopement. Recent advances in the assessment and treatment of elopement offer strategies that teachers can use to help treat elopement by first understanding why it occurs. We describe the common reasons elopement may occur, outline a systematic approach for assessment and treatment of elopement that teachers can use in school settings, and provide a strategy for maintaining treatment effects over time.

Effects of therapist-worn protective equipment during functional analysis of aggression.

The effects of therapist-worn protective equipment (PE) on functional analysis (FA) outcomes for aggression were evaluated. Independent FAs with and without PE were conducted concurrently. Both FAs showed the same function of aggression for all participants. These results suggest that therapists may wear PE during FAs of aggression to reduce risk without altering the interpretation of the analysis.

An Annotated Bibliography of Verbal Behavior Articles Published Outside of The Analysis of Verbal Behavior: 2015.

An annotated bibliography is provided that summarizes journal articles on verbal behavior published outside of The Analysis of Verbal Behavior in 2015, the primary journal for scholarship in this area. Thirty such articles were identified and annotated as a resource for practitioners, researchers, and educators.