scholarly journals Systematic Changes in Preference for Schedule-Thinning Arrangements as a Function of Relative Reinforcement Density

2017 ◽  
Vol 42 (4) ◽  
pp. 472-497 ◽  
Author(s):  
Adam M. Briggs ◽  
Jessica S. Akers ◽  
Brian D. Greer ◽  
Wayne W. Fisher ◽  
Billie J. Retzlaff
Keyword(s):  
Autism Spectrum ◽  
Functional Communication ◽  
Chained Schedule ◽  
Concurrent Chains ◽  
Reinforcement Density ◽  
Destructive Behavior ◽  
Communicative Responses ◽  
Client Preference ◽  
Relative Reinforcement ◽  
Schedule Thinning

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.

Schedule Thinning Following Functional Communication Training: Effects of Chained and Multiple Schedules

2021 ◽  
pp. 014544552110360
Author(s):  
Nadrat N. Nuhu ◽  
Sacha T. Pence
Keyword(s):  
Problem Behavior ◽  
Multiple Schedule ◽  
Functional Communication Training ◽  
Communication Training ◽  
Functional Communication ◽  
Chained Schedule ◽  
Multiple Schedules ◽  
Communicative Responses ◽  
Schedule Thinning ◽  
Environment Experiment

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.

scholarly journals Efektivitas functional communication training dalam meningkatkan perilaku meminta pada anak dengan autism spectrum disorder

2021 ◽  
Vol 9 (2) ◽  
pp. 211-221
Author(s):  
Detricia Tedjawidjaja ◽  
Fenny Hartiani
Keyword(s):  
Autism Spectrum Disorder ◽  
Functional Communication Training ◽  
Autism Spectrum ◽  
Communication Training ◽  
Spectrum Disorder ◽  
Single Subject ◽  
Single Subject Design ◽  
Functional Communication ◽  
Communicative Responses ◽  
Post Test

The current study aims to examine the effectiveness of functional communication training to increase asking behavior by exchanging pictures for children with an autism spectrum disorder. The participant in this study is a 6-years old girl with a diagnosis of Autism Spectrum Disorder with Intellectual Impairment. This study uses a single-subject design consisting of A-B-A phases. Functional communication training is implemented using the most-to-least prompting technique which is divided into 8 sessions. The result depicts that 84% of participants increase their ability to perform requesting behavior by exchanging pictures of the trials given. Furthermore, after the implementation of functional communication training, there is an increase in the frequency of requesting behavior by exchanging pictures at post-test (average 74%) and at follow-up (average 82%). Implications of this study indicate the importance of considering the function of problem behavior in training the appropriate communicative responses for children with an autism spectrum disorder.

Lag Schedules and Functional Communication Training: Persistence of Mands and Relapse of Problem Behavior

2017 ◽  
Vol 42 (3) ◽  
pp. 314-334 ◽  
Author(s):  
Terry S. Falcomata ◽  
Colin S. Muething ◽  
Bryant C. Silbaugh ◽  
Summer Adami ◽  
Katherine Hoffman ◽  
...  
Keyword(s):  
Problem Behavior ◽  
Functional Communication Training ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Communication Training ◽  
Clinical Relapse ◽  
Functional Communication ◽  
Schedules Of Reinforcement ◽  
Schedule Thinning ◽  
Lag Schedules

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.

Effectiveness of functional communication training paired with a chained schedule of reinforcement in the reduction of challenging behavior

2019 ◽  
Author(s):  
◽  
Emily Malugen
Keyword(s):  
Problem Behaviors ◽  
Challenging Behavior ◽  
Challenging Behaviors ◽  
Functional Communication Training ◽  
Autism Spectrum ◽  
Communication Training ◽  
Functional Communication ◽  
Chained Schedule ◽  
Schedule Of Reinforcement ◽  
Function Based Intervention

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] To best meet the needs of elementary-aged students with Autism Spectrum Disorder who engage in challenging behaviors in the classroom, identifying a practical and feasible function-based intervention to both reduce problem behaviors and increase appropriate behaviors is optimal (Koegel, Matos-Freden, Lang and Koegel, 2012). The purpose of the current study is to extend previous research suggesting that Functional Communication Training (FCT) is an effective intervention to increase appropriate communication responses, and in turn decrease instances of problem behavior, when it is integrated with a chained schedule of reinforcement and programmed schedule-thinning (Zangrillo, Fisher, Greer, Owen, DeSouza, 2016). In addition to assessing intervention effectiveness and feasibility of teacher implementation, this study also assesses the extent to which applying mitigating strategies throughout the intervention would impact the likelihood of treatment relapse (Mace et al., 2010). Findings suggest that challenging behavior decreased throughout intervention, and functional communication and time on-task increased. Additionally, the data suggest that relapse did not occur. Implications for practice in the classroom are discussed.

scholarly journals C-65 Transdiagnostic Factors of Social Impairment in Comorbid Autism Spectrum Disorder and Attention Deficit Hyperactivity Disorder

2019 ◽  
Vol 34 (6) ◽  
pp. 1094-1094
Author(s):  
A Garagozzo ◽  
L Katz ◽  
M Scott ◽  
S Hunter
Keyword(s):  
Autism Spectrum Disorder ◽  
Motor Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Motor Dysfunction ◽  
Social Impairment ◽  
Motor Deficits ◽  
Social Deficits ◽  
Functional Communication ◽  
Children With Adhd

Abstract Objective Comorbid Autism Spectrum Disorder (ASD) and ADHD are associated with greater symptom severity, including social impairment. Furthering work by Lerner, Pothoff, and Hunter (2015), we sought to identify unique and shared factors that contribute to parent-reported social deficits in children with ADHD, ASD, and ADHD+ASD. We hypothesized attention, hyperactivity, and motor skills would predict social deficits in ADHD, while functional communication and motor skills would predict social deficits in ASD; and additively, all factors would predict social deficits in ADHD+ASD. Method Utilizing a clinical database, we identified 236 participants (4-21 years; Mage = 10.6; 71% male; 28% African American; FSIQ M = 94.31) with diagnoses of ADHD, ASD, and ADHD+ASD. We examined FSIQ from the WISC-4/5, WPPSI-3, or DAS-2, motor skills and social impairment from the SIB-R and attention, hyperactivity, and functional communication from the BASC-2/3. Results Using hierarchical linear regression and controlling for FSIQ, hypotheses were partially supported. FSIQ was controlled for in each group. For ADHD, hyperactivity, functional communication, and motor skills contributed significantly to the model (p < .001), while for ASD, motor skills contributed significantly to the model (p < .001). For ASD + ADHD, functional communication and motor skills contributed significantly to the model (p < .001) Conclusion Results support previous findings that motor deficits and functional communication are associated with social impairment in children with ADHD and ASD, independently and comorbidly. This suggests that targeting motor dysfunction and functional communication concurrently may be effective for improving social interaction skills in children with ADHD +ASD.

Development of emotional skills through videomodeling: A case study with a non-verbal participant

2020 ◽  
Vol 32 (3) ◽  
pp. 211-218
Author(s):  
Angelo Rega ◽  
Federica Somma ◽  
Luigi Iovino
Keyword(s):  
Autism Spectrum ◽  
Future Research ◽  
Double Blind Study ◽  
Functional Communication ◽  
Double Blind ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Emotional Behaviour ◽  
Technological Tool

BACKGROUND: Videomodeling is an effective technological tool for intervention and rehabilitation of children with autism spectrum disorders in different contexts. OBJECTIVE: The purpose of this paper is to verify whether a videomodeling intervention is effective for the acquisition of social and emotional behaviour and skills of children with ASD using tablet PC. METHODS: One 6-year-old child with ASD, who does not use verbal communication, was involved in a multiple baseline across behaviours design: the independent variable was the videomodeling intervention, instead the dependent variable was the participant behaviour. Intervention was preceded by a pre-session of Functional Communication training. An intersubject analysis was used to evaluate participant percentage of response through the sessions. RESULTS: The participant showed a marked improvement in his emotional skills. The intersubjective analysis carried out shows the sharp increase in response in many target behaviours from the baseline to the intervention phase. A limitation of the study was the lack of time: there were only two inversion sessions, no follow-up evaluation, no generalization and no double-blind study. CONCLUSIONS: It would be interesting for future research to extend it to everyday life scenarios, to enhance generalization in other contexts, involving a larger number of people with ASD.

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