ABSTRACT
We evaluated a differential-reinforcement-based treatment package for the reduction of problem behavior during instructional situations. Differential reinforcement of alternative behavior (DRA; compliance) was implemented across two conditions. During one condition, instructions were presented approximately once every other minute. This condition was considered the terminal goal for treatment. During the second condition, the rate of instructions was gradually increased (beginning at zero and ending when instruction rate was similar to the first condition). Results indicated that DRA with instructional fading resulted in less problem behavior than DRA without instructional fading. These results are similar to previous studies regarding the utility of instructional fading.
Subject(s)
Child Behavior Disorders/etiology , Child Behavior Disorders/therapy , Reinforcement, Psychology , Autistic Disorder/psychology , Child , Female , HumansABSTRACT
We evaluated the effects of training novel and existing mands during functional communication training (FCT) to decrease problem behavior for 2 children. A functional analysis (Phase 1) identified mands for FCT. Phase 2 used distinct stimulus conditions to train novel and existing mands. Phase 3 evaluated allocation of responding within a concurrent-schedules design. When reinforcement for either mand was concurrently available, the children used existing mands more than novel mands, but higher levels of problem behavior occurred with existing mands.
Subject(s)
Behavior Therapy/methods , Child Behavior Disorders/therapy , Communication , Reinforcement, Psychology , Teaching/methods , Child Behavior Disorders/complications , Child Behavior Disorders/epidemiology , Child, Preschool , Developmental Disabilities/complications , Female , Humans , Male , Observer VariationABSTRACT
The effects of noncontingently available alternative stimuli on functional analysis outcomes were evaluated for 2 individuals. Results suggested that noncontingent access to preferred items resulted in reduced levels of attention-maintained behavior. The results are interpreted in terms of establishing operations.
