Behavioral treatment for pediatric feeding disorders typically involves the implementation of escape-extinction (EE) procedures (Addison et al., 2012); however, the use of noncontingent access (NCA) to preferred reinforcement has also been explored as a treatment option (e.g., Reed et al., 2004). The goal of the current study was to compare the use of EE (i.e., nonremoval of the cup) combined with NCA to a preferred tangible reinforcer (i.e., music) to EE alone to increase the acceptance of liquid consumed orally for a preschool-aged child with a pediatric feeding disorder and autism spectrum disorder (ASD). Single subject design (A-B-A-B) methodology was used to compare the 2 treatments. Results suggest that for this child, NCA to a preferred tangible reinforcer combined with EE was more effective at increasing oral consumption and decreasing inappropriate mealtime behaviors than EE alone.
In a response to intervention RtI paradigm, the use of brief experimental analyses (BEAs) for identifying effective interventions for elementary and middle school students struggling with math is a relatively new area of research. This investigation includes two studies, both of which employed a brief multielement design and an extended analysis to evaluate the effects of a variety of empirically supported math computation fluency interventions. Results indicated variability within and across the participants in response to the empirically supported interventions. Visual analysis of the data indicated that all students responded favorably to at least one intervention during the BEA. Additionally, all students demonstrated continued performance improvements during extended analyses and an intervention phase when the indicated intervention was implemented in isolation. Thus, this investigation supports the use of BEAs in identifying effective interventions for students struggling with mathematics computation fluency.
The current study analyzed the effectiveness of a behavioral skills training package and an instruction plus feedback component on the correct implementation of the 3-step guided compliance procedure. Special education teachers received training on 3-step guided compliance to increase compliance rates of four students with autism. The experimenters collected data on teachers' accuracy of implementation and corresponding student compliance levels. Training teachers using typical school consultation procedures (i.e., instruction plus feedback) and behavioral skills training resulted in increased accuracy of implementation of the 3-step guided compliance intervention and an increase in levels of student compliance. Furthermore, the experimenters observed highest levels of accurate treatment implementation and child compliance during the packaged behavioral skills training component.
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