Applying a DRO schedule and compliance training to reduce aggressive and self-injurious behavior in an autistic man: A case report

Wong, Stephen E.; Floyd, John; Innocent, Antoine J.; Woolsey, James E.

doi:10.1016/0005-7916(91)90048-a

Cited by 13 publications

(7 citation statements)

References 5 publications

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“…There are many sources of variability other than direct reinforcement (Balsam, Deich, Ohyama, & Stokes, 1998;Segal, 1972). For example, previous studies using DRO and DRL schedules to discourage stereotypies have at the same time engendered increased behavioral variation (Gunter et al, 1984;Handen et al, 1984;Kennedy & Haring, 1993;Smith, 1987;Wong et al, 1991). Another method is noncontingent reinforcement (NCR), in which reinforcers that maintain abnormal behaviors are provided noncontingently.…”

Section: Discussionmentioning

confidence: 99%

“…Reinforcement can modify stereotyped responding (e.g., Handen, Apolito, & Seltzer, 1984;Iwata, Pace, Cowdery, & Miltenberger, 1994;Kennedy & Haring, 1993). For example, differential reinforcement of other behaviors (DRO) and of low rates of responding (DRL) can decrease self-injurious and stereotyped behaviors (e.g., Gunter et al, 1984;Smith, 1987;Wong, Floyd, Innocent, & Woolsey, 1991). Handen et al differentially reinforced low rates (DRL) of repetitive speech in adolescents with autism.…”

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confidence: 99%

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Reinforcing Variability in Adolescents With Autism

Miller

Neuringer

2000

J of App Behav Analysis

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Five adolescents with autism, 5 adult control participants, and 4 child controls received rewards for varying their sequences of responses while playing a computer game. In preceding and following phases, rewards were provided at approximately the same rate but were independent of variability. The most important finding was that, when reinforced, variability increased significantly in all groups. Reinforced variability could provide the necessary behavioral substrate for individuals with autism to learn new responses.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Reinforcing Variability in Adolescents With Autism

Miller

Neuringer

2000

J of App Behav Analysis

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“…Due to a very low proportion of studies that showed a significant effect of the intervention yet showed a high risk of bias, the quality of evidence supporting the effectiveness of interventions to reduce self-injurious behaviors in adults with ASD–3 was low. This outcome was investigated in 14 studies: Baker et al (2005), Carr et al (1997), Elliott et al (1994), Hagopian et al (2011), Kennedy (1994), Kuhn et al (1999), Lundqvist et al (2009), McClean et al (2007), McKeegan et al (1987), McNally et al (1988), Smith (1986, 1987), Smith and Coleman (1986), and Wong et al (1991). One study used recreational therapies as the intervention (Lundqvist et al, 2009), and 13 used behavioral techniques (Baker et al, 2005; Carr et al, 1997; Elliott et al, 1994; Hagopian et al, 2011; Kennedy, 1994; Kuhn et al, 1999; McClean et al, 2007; McKeegan et al, 1987; McNally et al, 1988; Smith 1986, 1987; Smith and Coleman, 1986; Wong et al, 1991).…”

Section: Resultsmentioning

confidence: 99%

Psychoeducational Interventions for Adults With Level 3 Autism Spectrum Disorder: A 50-Year Systematic Review

Davis

Kennedy

Dallavecchia

et al. 2019

Cognitive and Behavioral Neurology

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There is face validity to the expectation that adults with level 3 autism spectrum disorder (ASD–3) will benefit from a range of psychoeducational interventions. This paper reviews the empirical evidence supporting the effectiveness of these interventions, many of which are currently used in clinical settings. We reviewed 56 peer-reviewed studies of psychoeducational interventions for adults with ASD–3, written in English and since 1968, that met our criteria. The reviewing team included educators, clinicians, researchers, and a biostatistician. The available literature was limited, and most, if not all, of the studies presented some significant methodological limitations. When using Cochrane’s criteria to assess seven key outcome domains—activities of daily living, aggressive/destructive behaviors, emotional functioning, language/communication skills, self-injurious behaviors, stereotypy/mannerisms, and vocational skills—we found only moderately reliable evidence to support the effectiveness of interventions designed to improve emotional functioning in adults with ASD–3. The reliability of evidence relevant to the six other outcome domains was rated as low or very low. Based on this review, we suggest directions for future study of interventions for adults with ASD–3, including topics, subpopulations, and approaches that should be explored. We also propose some crucial changes in how future studies regarding this population should be designed, analyzed, and documented, while balancing clinical considerations with scientific/educational utility.

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“…By distinguishing the affective amygdala/hypothalamic mechanisms that contribute to the insistence on sameness and circumscribed interests, from the volitional basal ganglia mechanisms that support stereotyped RMBs, it should become easier to develop targeted therapies to ameliorate these distinct behavioral symptoms. In particular, although operant differential reinforcement of other behaviors (DRO) and differential reinforcement of low rates of responding (DRL) may reduce some stereotyped and self-injurious behaviors that are due to an amygdala/hypothalamic involvement ( Gunter et al, 1984 ; Smith, 1987 ; Wong et al, 1991 ; Miller and Neuringer, 2000 ), they may not directly affect the basal ganglia gating mechanisms that can endogenously generate and maintain other types of RMBs, as the following text will explain.…”

Section: Several Causes Of Perseverative Behaviors During Normal Amentioning

confidence: 99%

Neural Dynamics of Autistic Repetitive Behaviors and Fragile X Syndrome: Basal Ganglia Movement Gating and mGluR-Modulated Adaptively Timed Learning

Grossberg

Kishnan

2018

Front. Psychol.

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This article develops the iSTART neural model that proposes how specific imbalances in cognitive, emotional, timing, and motor processes that involve brain regions like prefrontal cortex, temporal cortex, amygdala, hypothalamus, hippocampus, and cerebellum may interact together to cause behavioral symptoms of autism. These imbalances include underaroused emotional depression in the amygdala/hypothalamus, learning of hyperspecific recognition categories that help to cause narrowly focused attention in temporal and prefrontal cortices, and breakdowns of adaptively timed motivated attention and motor circuits in the hippocampus and cerebellum. The article expands the model’s explanatory range by, first, explaining recent data about Fragile X syndrome (FXS), mGluR, and trace conditioning; and, second, by explaining distinct causes of stereotyped behaviors in individuals with autism. Some of these stereotyped behaviors, such as an insistence on sameness and circumscribed interests, may result from imbalances in the cognitive and emotional circuits that iSTART models. These behaviors may be ameliorated by operant conditioning methods. Other stereotyped behaviors, such as repetitive motor behaviors, may result from imbalances in how the direct and indirect pathways of the basal ganglia open or close movement gates, respectively. These repetitive behaviors may be ameliorated by drugs that augment D2 dopamine receptor responses or reduce D1 dopamine receptor responses. The article also notes the ubiquitous role of gating by basal ganglia loops in regulating all the functions that iSTART models.

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Applying a DRO schedule and compliance training to reduce aggressive and self-injurious behavior in an autistic man: A case report

Cited by 13 publications

References 5 publications

Reinforcing Variability in Adolescents With Autism

Reinforcing Variability in Adolescents With Autism

Psychoeducational Interventions for Adults With Level 3 Autism Spectrum Disorder: A 50-Year Systematic Review

Neural Dynamics of Autistic Repetitive Behaviors and Fragile X Syndrome: Basal Ganglia Movement Gating and mGluR-Modulated Adaptively Timed Learning

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