Discriminated functional communication: a procedural extension of functional communication training.

A limitation associated with communication-based interventions for problem behavior is the potential for requesting reinforcement at high rates. Multiple-schedule arrangements have been demonstrated to be effective for controlling rates of responding (Hanley, Iwata, & Thompson, 2001). In the current study, we extended previous research by teaching individuals to attend to naturally occurring discriminative stimuli (e.g., caregiver behavior) instead of arbitrary stimuli (e.g., picture cards). Following successful treatment with functional communication and extinction, 2 participants were taught to request attention differentially based on whether the caregiver was engaging in a variety of "busy" (e.g., talking on the phone) or "nonbusy" (e.g., reading a magazine) activities. Following training, each participant engaged in communication primarily when caregivers were engaged in nonbusy activities.

Further evaluation of antecedent social events during functional analysis.

The value of a reinforcer may change based on antecedent events, specifically the behavior of others (Bruzek & Thompson, 2007). In the current study, we examined the effects of manipulating the behavior of the therapist on problem behavior while all dimensions of reinforcement were held constant. Both participants' levels of problem behaviors increased as a function of the altered behavior of the therapist without direct manipulation of states of satiation or deprivation.

Assessment and treatment of excessive straightening and destructive behavior in an adolescent diagnosed with autism.

Repetitive behaviors such as excessive straightening are commonly observed among individuals with autism. Attempts to prevent these behaviors may increase the likelihood of other problem behaviors. The present study was designed to assess and treat the excessive straightening and associated destructive behaviors of a 16-year-old boy who had been diagnosed with autism and moderate mental retardation. Following a series of functional analyses, an intervention that incorporated functional communication, extinction of destructive behavior, and blocking of repetitive straightening was demonstrated to be effective in reducing straightening and destructive behavior.

Targeting social skills deficits in an adolescent with pervasive developmental disorder.

Social skills deficits are a defining feature of individuals diagnosed with autism and other pervasive developmental disorders (PDD), which can impair functioning and put the individual at higher risk for developing problem behavior (e.g., self-injury, aggression). In the current study, an adolescent with PDD displayed inappropriate social behavior (inappropriate comments, social withdrawal, and touching others without their permission) during social interactions. An intervention using instructions, differential reinforcement, and corrective feedback successfully reduced inappropriate social behaviors.

Comparison of verbal preference assessments in the presence and absence of the actual stimuli.

Stimulus preference assessments for individuals with developmental disabilities typically involve offering choices among stimuli and providing immediate access to the chosen stimuli. Several researchers have explored the utility of presenting choices verbally, thereby obviating the need to present the choices in tangible form and deliver access to those choices immediately. However, studies that have compared verbal selection to selection among tangible stimuli have nonetheless delivered the chosen stimulus following selections, in essence, manipulating the antecedent but not the consequence. It therefore remains unclear whether preference assessments that do and do not include the actual stimuli yield comparable results. The current study compared preference assessment results for three participants in which either (a) the stimuli were presented, selections were made verbally, and selection resulted in no differential consequence, or (b) the stimuli were presented both verbally and in tangible form, and selection produced access to the stimulus. Reinforcer assessments were then conducted to test contradictory predictions of reinforcer efficacy made by the two methods. Comparisons between the two assessments yielded only modest rank-order correlations (M=0.24; range, -0.17 to 0.57) that varied widely across participants. Results of the reinforcer assessments suggested that the verbal-plus-tangible stimulus preference assessment more accurately predicted reinforcer strength.

The behavioral function of feeding problems as assessed by the questions about behavioral function (QABF).

Differences in subscale scores on the questions about behavioral function (QABF) were assessed for participants identified with pica, rumination, food stealing, food refusal, and mealtime behavior problems (e.g., aggression, self-injurious behavior). The QABF was administered to informants for 125 individuals identified with problematic feeding behaviors and mental retardation primarily in the severe to profound range. Results of the nonparametric analyses yielded significant differences across the escape, nonsocial, physical, and tangible subscales of the QABF. Behavior functions most commonly associated with problematic feeding behaviors were identified. The results extend upon previous literature describing behavioral function of feeding problems for those with mental retardation.

Assessment of feeding and mealtime behavior problems in persons with mental retardation.

Feeding and mealtime behavior problems are commonly observed among individuals with developmental disabilities. These problems include, but are not limited to, food refusal, food selectivity, mealtime aggression, rumination, pica, and insufficient feeding skills. Difficulties of this type can be associated with life-threatening consequences of other serious health-related problems. Because of the nature of these problems and the lack or accurate client self-reporting, an interdisciplinary assessment in addition to a thorough behavioral assessment is recommended to ensure the best quality of care. This article discusses the role of the various disciplines, and the types of behavioral assessments that are currently being utilized by clinicians and researchers.

The development and factor structure of the Functional Assessment for multiple causaliTy (FACT).

Since behavioral intervention is linked to the findings of a functional assessment, the reality of behaviors maintained by multiple functions is a frequent and troublesome issue for clinicians and researchers. Current methods of functional assessment provide little help in the way of providing information useful for prioritizing intervention strategies for problematic behaviors maintained by multiple functions. In an effort to account for this deficiency, we developed the Functional Assessment for multiple CausaliTy (FACT). The FACT is an informant-based, forced-choice measure designed to identify the most prominent function associated with the occurrence of problem behaviors. In the present study, we describe the factor structure and internal consistency of the FACT. Suggestions are provided for future validation strategies.