An Application of the Matching Law to Severe Problem Behavior

Abstract

We evaluated problem behavior and appropriate behavior using the matching equation with 4 individuals with developmental disabilities. Descriptive observations were conducted during interactions between the participants and their primary care providers in either a clinical laboratory environment (3 participants) or the participant's home (1 participant). Data were recorded on potential reinforcers, problem behavior, and appropriate behavior. After identifying the reinforcers that maintained each participant's problem behavior by way of functional analysis, the descriptive data were analyzed retrospectively, based on the matching equation. Results showed that the proportional rate of problem behavior relative to appropriate behavior approximately matched the proportional rate of reinforcement for problem behavior for all participants. The results extend prior research because a functional analysis was conducted and because multiple sources of reinforcement (other than attention) were evaluated. Methodological constraints were identified, which may limit the application of the matching law on both practical and conceptual levels.DESCRIPTORS: matching, descriptive analysis, severe problem behavior, functional analysis Choice may be defined as the emission of one of two or more alternative and usually incompatible responses (Catania, 1998). In operant laboratories, choice has been evaluated typically in concurrent-schedule arrangements (e.g., Herrnstein, 1961) under which two or more schedules operate simultaneously but independently, and consequences are delivered for different response alternatives. Herrnstein provided a quantitative description of behavior on concurrent schedules of reinforcement now known as the matching law. The matching law states that organisms will distribute their behavior

Promoting foot–leg movements in children with multiple disabilities through the use of support devices and technology for regulating contingent stimulation

“…A response detected by the first sensor would lead to positive stimulation only when the weight shifted is above a preset (increasingly larger and more relevant) threshold, thus setting up a process of discrimination learning (cf. Borrero and Vollmer 2002;Lancioni et al 2004;Maes and Van der Goot 2006;Pear 2001). This shifting of weight may be considered a preliminary condition for starting some forward driving resembling elemental ambulation.…”

“…That is, it may be focused specifically on the step movements in which the child is shifting significant body weight onto the foot he/she moves ahead and through which he/she will eventually drive forward as required for ambulation (cf. Borrero and Vollmer 2002;Lancioni et al 2007).…”

Combining descriptive and functional analysis logic to evaluate idiosyncratic variables maintaining aggression

“…severe self-injury) does not easily lend itself to an experimental analysis. Second, descriptive analysis information may allow researchers to develop a better understanding of response-stimulus contiguity (Thompson & Iwata, 2001), contingencies (Vollmer, Borrero, Wright, Van Camp, & Lalli, 2001), and complex relations such as matching (Borrero & Vollmer, 2002). Third, idiosyncratic features of the participant's environment, identified in the descriptive analysis, may not otherwise be incorporated into an experimental analysis.…”

Descriptive analysis of parent–child interactions in young children with or at risk for developmental delay

“…Recently, ABC assessments have been used to identify possible naturally occurring reinforcement contingencies in older children and adults with DD and behavior disorders (Borrero & Vollmer, 2002;Thompson & Iwata, 2001;Vollmer, Borrero, Wright, Camp, & Lalli, 2001).…”