Analysis of Conditions Associated with Low Rates of Challenging Behaviour in Two Adolescents with Multiple Disabilities

Abstract

Analyses and interventions were conducted to reduce challenging behaviour in two adolescents with multiple disabilities. A functional analysis of each child's challenging behaviour was conducted initially. Although the results of this functional analysis showed that challenging behaviour occurred during roughly 30 to 60% of the assessment trials conducted under each of several conditions, there was one condition for each child that was associated with little or no challenging behaviour. These conditions were then manipulated using stimulusfading procedures. Initially, the stimuli associated with low rates of challenging behaviour were provided on a nearly continuous and noncontingent basis. Next, exposure to these stimuli was systematically reduced. The present studies suggest that analysis of the conditions associated with low rates of challenging behaviour may be helpful in designing interventions.

Teacher‐conducted Trial‐based Functional Analyses as the Basis for Intervention

“…We replicated the procedural modifications used by Bloom et al () and again demonstrated the effectiveness of the trial‐based FA as an alternate method of FA, even for behavior maintained by automatic reinforcement, although the procedures differed from those used by Sigafoos and Saggers (), Sigafoos and Meikle (), Tucker et al (), and LaRue et al (). In addition, we showed that teachers can be trained to implement the trial‐based FA with fidelity in school settings.…”

“…Taken together, results of these three studies (Lambert et al, ; Sigafoos & Meikle, ; Tucker et al, ) suggested that trial‐based FAs can lead to effective interventions in educational settings. However, none of these studies treated problem behavior maintained by automatic reinforcement.…”

“…However, the intervention addressed only the social functions of problem behavior. Tucker, Sigafoos, and Bushell () used trial‐based FAs to develop stimulus‐fading interventions for two adolescents. Although some problem behavior was observed during the trials designed to test for an automatic reinforcement function for one adolescent, an automatic reinforcement function was not determined.…”