Repetitive behavior is a hallmark feature of autism spectrum disorders (ASD), and can have adverse consequences related to social stigma and low rates of skill acquisition. Basic research suggests that variability, or the extent to which one response differs from previous responses, is amenable to antecedent and consequence manipulations. This article describes the concept of variability, synthesizes the findings of 14 recent studies on interventions to increase the variability of behavior in individuals with ASD, and proposes preliminary guidelines for practitioners that focus on building response repertoires, implementing contingencies to produce and maintain variability, and incorporating prompts to vary responding.
Differential reinforcement of alternative behavior (DRA) most often includes extinction as a treatment component. However, extinction is not always feasible and it can be counter-therapeutic if implemented without optimal treatment integrity. Researchers have successfully implemented DRA without extinction by manipulating various parameters of reinforcement such that alternative behavior is favored. We extended previous research by assessing three participants' sensitivities to quality, magnitude, and immediacy using arbitrary responses and reinforcers that maintain problem behavior. The results were used to implement an intervention for problem behavior using DRA without extinction. Our findings indicate that arbitrary responses can be used to identify individual and relative sensitivity to parameters of reinforcement for reinforcers that maintain problem behavior. Treatment was effective for all participants when we manipulated parameters of reinforcement to which they were most sensitive, and, for two participants, the treatment was less effective when we manipulated parameters to which they were least sensitive.
Functional behavioral assessments are commonly used in school settings to assess and develop interventions for problem behavior. The trial-based functional analysis is an approach that teachers can use in their classrooms to identify the function of problem behavior. The current study evaluates the effectiveness of a modified pyramidal training procedure in which special education program coordinators were taught to conduct trial-based functional analyses and then provided support to special education teachers who were taught to conduct trial-based functional analyses and to calculate, graph, and analyze data. After training, the teachers conducted the trial-based functional analysis with over 85% accuracy and demonstrated criterion performance analyzing and graphing data. Accuracy was maintained during in-situ generalization probes conducted with two of the teachers.
The trial-based functional analysis (FA) is a promising approach to identification of behavioral function and is especially suited for use in educational settings. Not all studies on trial-based FA have included teachers as therapists, and those studies that have, included minimal information on teacher training. The purpose of this study was to determine whether teachers trained via an in-service training would be able to conduct trial-based FAs with high procedural integrity. We trained four teachers to conduct trial-based FAs using a combination of didactic teaching and practice with feedback. All four teachers improved performance following training. Performance remained above baseline levels during an in situ maintenance condition, but for three of four teachers, additional feedback was required to recapture performance observed immediately following training.
We taught 6 supervisors of a residential service provider for adults with developmental disabilities to train 9 house managers to conduct trial-based functional analyses. Effects of the training were evaluated with a nonconcurrent multiple baseline. Results suggest that house managers can be trained to conduct trial-based functional analyses with a high degree of procedural fidelity.
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