Behavioral Cusps: A Model for Selecting Target Behaviors

Bosch, Sebastien; Fuqua, R. Wayne

doi:10.1901/jaba.2001.34-123

Cited by 78 publications

(59 citation statements)

References 5 publications

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“…Following his participation, he was observed to engage in frequent unprompted vocal verbal behavior. The concept of the behavioral cusp (Bosch & Fuqua, 2001; Rosales-Ruiz & Baer, 1997) might be useful in accounting for this language explosion following acquisition and reinforcement of vocal verbal responding. A behavioral cusp is, essentially, a behavior change that brings the organism into contact with contingencies of reinforcement not previously encountered.…”

Section: Resultsmentioning

confidence: 99%

Evaluation of a Vocal Mand Assessment and Vocal Mand Training Procedures

Bourret

Vollmer

Rapp

2004

J of App Behav Analysis

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A common deficiency in the verbal repertoires of individuals with autism and related disorders is the absence of socially appropriate vocal mands. The vocal mand repertoires of these individuals may be lacking in several respects: (a) The individual might engage in no mands whatsoever, (b) the mand might be topographically dissimilar to an appropriate response, (c) the mand might be only partially topographically similar to an appropriate response, and (d) the mand might occur only after prompting. Depending on specific deficiencies in an individual's repertoire, different procedures for establishing appropriate mands may be needed. The purpose of Study 1was to evaluate an assessment prior to teaching vocal mands for 3 individuals with developmental disabilities. The assessment showed that 1 individual displayed partial utterances of mands, 1 displayed vocal mands after mands had been reinforced, and 1 displayed vocal mands when prompted. Thus, in Study 2, a different teaching strategy was tested for each individual. Results showed that the assessment information could be linked directly to mand training for all 3 participants.

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Section: Resultsmentioning

confidence: 99%

Evaluation of a Vocal Mand Assessment and Vocal Mand Training Procedures

Bourret

Vollmer

Rapp

2004

J of App Behav Analysis

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“…It will be imperative to identify effective ways to assess and plan activities that incorporate individual interests and preferences, emphasize functional strengths and abilities, and increase contact with available sources of reinforcement. As noted by Turner and Leach (2009), scheduled activities may function as behavioral cusps if they (a) increase access to new reinforcers, contingencies, and environments; (b) have social validity; (c) facilitate subsequent learning; (d) compete with inappropriate behavior; and (e) provide benefit to others (Bosch & Fuqua, 2001). Thus, planning activities that fit this category may be particularly effective in enabling the individual to further increase and maintain contact with positive reinforcement for nondepressed behavior.…”

Section: Directions For Future Investigationmentioning

confidence: 99%

Behavioral activation for depression in older adults: Theoretical and practical considerations

Polenick

Flora

2013

BEHAV ANALYST

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Late-life depression (LLD) is a major public health concern that can have devastating effects on older individuals and their families. Behavioral theories predict that decreases in responsecontingent positive reinforcement and increases in negatively reinforced avoidance behaviors, often accompanied by aversive life events, result in the selection and maintenance of depression. Based on these theories, behavioral activation treatments for depression are designed to facilitate structured increases in enjoyable activities that increase opportunities for contact with positive reinforcement. We discuss the applicability of behavioral models for LLD, and we briefly review current behavioral activation interventions for LLD with an emphasis on implications for future behavior-analytic research. Behavioral activation has been demonstrated to be effective in reducing depression and increasing healthy behavior in older adults. Potential challenges and considerations for future research are discussed. We suggest that applied behavior analysts and clinical behavior analysts are particularly well suited to improve and expand on the knowledge base and practical application of behavioral activation interventions with this population.

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“…Using the five criteria for the a priori identification of a behavioral cusp, the impact of instruction was evaluated. According to Bosch and Fuqua (2001), the first criterion for a behavioral cusp is 'access to new reinforcers, contingencies, or environments' (p. 123). The results of this study showed that Ellis gained access to a higher paying job and was allowed to work side by side with other people, rather than being segregated.…”

Section: Teaching Personal Hygienementioning

confidence: 99%

“…Finally, the prioritized target behavior (i.e. proper hygiene) was evaluated against the criteria for a behavioral cusp (Bosch & Fuqua, 2001). …”

Section: Introductionmentioning

confidence: 99%

Task analysis, correspondence training, and general case instruction for teaching personal hygiene skills

Stokes

Cameron

Dorsey

et al. 2004

Behavioral Interventions

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The effect of a 10-step task analysis, general case instruction, and correspondence training was evaluated for teaching appropriate personal hygiene following bowel movements. Correspondence training maintained a central role in this study. According to Israel (1978), the relationship between an individual's verbal and nonverbal behaviors is influential in self-instruction training. Essentially, correspondence training encourages an individual to generate his or her own instructional cues; in consequence, the procedure can be instrumental in ensuring the maintenance and generalization of important verbal and nonverbal behavior. Three adults with developmental disabilities participated in this study. The dependent variables included the level of assistance required on each step of the task analysis and an end of sequence rating on a three-point Likert-type cleanliness scale. Results showed that all three participants learned to care for themselves appropriately following bowel movements. Moreover, the skills generalized to other settings and were maintained over a nine-month period. The target skill was evaluated against the five criteria for a behavioral cusp and met the criteria for 'an important behavior change' (Bosch & Fuqua, 2001, p. 123).

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Behavioral Cusps: A Model for Selecting Target Behaviors

Cited by 78 publications

References 5 publications

Evaluation of a Vocal Mand Assessment and Vocal Mand Training Procedures

Evaluation of a Vocal Mand Assessment and Vocal Mand Training Procedures

Behavioral activation for depression in older adults: Theoretical and practical considerations

Task analysis, correspondence training, and general case instruction for teaching personal hygiene skills

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