An Additive Analysis of Lag Schedules of Reinforcement and Rules on Novel Responses of Individuals with Autism Spectrum Disorder

Radley, Keith C.; Dart, Evan H.; Helbig, Kate A.; Schrieber, Stefanie R.

doi:10.1007/s10882-018-9606-0

Cited by 6 publications

(3 citation statements)

References 12 publications

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“…Hanley and colleagues [ 78 ] used embedded reinforcement to influence preschool-aged children’s classroom activity preference. Several studies have reported lag schedules of reinforcement to increase the variety of play in classroom settings [ 79 , 80 , 81 ]. Various studies investigating the use of parent–child interaction therapy demonstrated a decrease in child problem behavior during play [ 82 , 83 ].…”

Section: Discussionmentioning

confidence: 99%

Coaching via Telehealth: Caregiver-Mediated Interventions for Young Children on the Waitlist for an Autism Diagnosis Using Single-Case Design

Kunze

Machalicek

Wei

et al. 2021

JCM

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Years can elapse between parental suspicion of a developmental delay and a diagnostic assessment, ultimately delaying access to medically necessary, autism-specific intervention. Using a single-case, concurrent multiple baseline design, autism spectrum disorder symptomology (i.e., higher-order restrictive and repetitive behaviors and interests; higher-order RRBIs) was targeted in toddlers (21–35 months) waiting for a diagnostic appointment. Caregivers were coached via telehealth to mediate early intervention to decrease interfering, inflexible higher-order RRBIs during play using four evidence-based applied behavior analytic strategies: modeling, prompting, differential reinforcement of appropriate behaviors, and response interruption and redirection. Six mother–child dyads were recruited from pediatrician offices and early intervention service districts in the United States. All families were considered under-served, under-resourced, or living in rural locations. A visual analysis of the data combined with Tau-U revealed a strong basic effect between the intervention package and parent strategy use and child flexible and inflexible behavior. Findings were consistent across participants with one exception demonstrating a moderate effect for flexible behaviors yet a strong effect for inflexible behaviors. Standardized mean difference was beyond zero for all participants. Implications for science and practice include support for early intervention of higher-order RRBIs for young children with and at risk for ASD.

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Section: Discussionmentioning

confidence: 99%

Coaching via Telehealth: Caregiver-Mediated Interventions for Young Children on the Waitlist for an Autism Diagnosis Using Single-Case Design

Kunze

Machalicek

Wei

et al. 2021

JCM

View full text Add to dashboard Cite

show abstract

“…From our perspective, the decrease in the previous three instructional blocks could be understood as a decrease in the concreteness of behavior or, in other words, a less accurate way of giving instructions. These findings can also be explained through experimental analysis of behavior, as some experiments revealed that, while the accuracy of the instructions issued is essential at the beginning of the learning process for acquiring the response and to putting it into contact with the contingencies, the application of contingencies is more important for maintaining the response (Ayllon & Azrin, 1964;Baron & Galizio, 1983;Cerutti, 1994;Cronin et al, 2015;Galizio, 1979;Hayes et al, 1986;Hojo, 2002;Kaufman et al, 1966;Martínez & Ribes, 1996;Martínez et al, 2007;Martínez & Tamayo, 2005;Mazzullo et al, 1974;Morrison & Wizted, 1989;Okouchi, 1999;Ortiz et al, 2007;2008;Podlesnik & Chase, 2006;Radley et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Homework Instructions and Compliance Assessing in the Therapeutic Process: An Analysis of Therapists’ Verbal Behavior

2020

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Instructions are a common resource used by behavioral therapists to assign therapeutic homework. However, understanding how clients learn with instructions is better known in laboratory research than in clinical research. The present study aims to explore changes in the way of instructing and reviewing the client’s compliance throughout the therapeutic process. We analyzed the therapist’s verbal behavior during 211 recorded sessions corresponding to 19 cases treated by 11 behavioral therapists (53% male and 47% female). The sessions were divided into four stages according to the timing of the intervention and coded by using a previously validated coding system (SYST-INTER-INSTR). Results show that instructions become less specific towards the last stage of the intervention. However, therapists assess task compliance in the same way towards the end of the therapeutic process. The change in specificity suggests that the client’s behavior changes from being controlled by instructions to being controlled by natural contingencies. However, to make sure the clinical change remains; therapists assess and reinforce the client’s compliance until the end of the intervention. Although clinical implications of the results, some limitations (i.e., not considering the type of task instructed) should be addressed in future studies.

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“…A few recent studies have further evaluated the effects of rules on response variability during individual instruction and found little to no effect of the rule (Radley, Dart, Helbig, & Schrieber, 2018;Wiskow et al, 2018). Radley et al (2018) compared the effects of a complete, accurate rule (i.e., contingency-specifying rule) to those of an incomplete rule (i.e., "Say something different.") in combination with a Lag 2 schedule on social skills variability.…”

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confidence: 99%

Evaluation of Lag Schedules and Rules on Persistent Response Variability With Preschoolers in a Group

Wiskow

Torrecillas

Rocha

et al. 2020

Analysis Verbal Behav

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In the present study, experimenters evaluated the influence of lag schedules of reinforcement in combination with accurate and inaccurate (complete and incomplete) rules on the response variability of naming category items for typically developing preschoolers in a group format. Results showed that when lag schedules were introduced with 2 categories, response variability generalized to the third category. Furthermore, after participants experienced the lag schedule, variability persisted when the contingency no longer required variability. Participants continued to vary their responses unless the rule and contingency required them to repeat responses. We discuss potential clinical applications of using lag schedules in a group format and including rules during teaching, as well as directions for future research in this area.

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An Additive Analysis of Lag Schedules of Reinforcement and Rules on Novel Responses of Individuals with Autism Spectrum Disorder

Cited by 6 publications

References 12 publications

Coaching via Telehealth: Caregiver-Mediated Interventions for Young Children on the Waitlist for an Autism Diagnosis Using Single-Case Design

Coaching via Telehealth: Caregiver-Mediated Interventions for Young Children on the Waitlist for an Autism Diagnosis Using Single-Case Design

Homework Instructions and Compliance Assessing in the Therapeutic Process: An Analysis of Therapists’ Verbal Behavior

Evaluation of Lag Schedules and Rules on Persistent Response Variability With Preschoolers in a Group

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