Errors of Omission and Commission during Alternative Reinforcement of Compliance: The Effects of Varying Levels of Treatment Integrity

Leon, Yanerys; Wilder, David A.; Majdalany, Lina; Myers, Kristin; Saini, Valdeep

doi:10.1007/s10864-013-9181-5

Cited by 23 publications

(13 citation statements)

References 14 publications

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“…One possible explanation for this discrepancy lies in the experience and training level of the clinicians observed—clinicians in the current study had more advanced training and education in the field of behavior analysis than those in Carroll et al It remains important to collect integrity data on clinicians with further training as even these individuals emit integrity errors, especially for components where the clinician may have less exposure or practice (Brand et al, ). Studies manipulating procedural integrity levels below those of Carroll et al and the current investigation consistently report that procedural integrity errors seem most detrimental when errors occur on 50% or more of teaching trials (Groskreutz, Groskreutz, & Higbee, ; Leon et al, ; Pence, Peter, & C, ). Therefore, it remains important to evaluate the effects of procedural integrity at the elevated integrity levels more often emitted by those with advanced training in behavior analysis.…”

Section: Discussionsupporting

confidence: 69%

“…Across studies, omission and commission errors have been evaluated, both in isolation and in combination. Research suggests errors of commission alone, or presenting omission and commission errors in conjunction during a trial, are more detrimental than omission errors alone (Carroll et al, ; Donnelly & Karsten, ; Leon, Wilder, Majdalany, Myers, & Saini, ). However, not all of these studies took place in applied settings, included participants from clinical populations, or fell within the category of applied research.…”

Section: Introductionmentioning

confidence: 99%

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The effects of procedural integrity errors during auditory–visual conditional discrimination training: A preliminary investigation

Breeman

Vladescu

DeBar

et al. 2020

Behavioral Interventions

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Procedural integrity errors have widespread implications for the success or failure of behavior analytic interventions. However, previous research has not examined the effects of procedural integrity errors during auditory-visual conditional discrimination with clinical populations. The purpose of this preliminary investigation was to replicate and extend the work of Carroll, Kodak, and Fisher by evaluating the effects of procedural integrity errors compared with perfect integrity during auditory-visual conditional discrimination training with a child with autism spectrum disorder. A descriptive assessment, which identified omission of reinforcement and omission of error correction as the most common clinician errors, informed error selection. The participant required twice as many sessions to master targets taught under low-integrity conditions compared with those taught under high-integrity conditions. These results suggest that procedural integrity errors hinder skill acquisition and affect teaching efficiency. Future researchers should evaluate the effects of errors during auditory-visual conditional discrimination training across task arrangements.

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Section: Discussionsupporting

confidence: 69%

Section: Introductionmentioning

confidence: 99%

The effects of procedural integrity errors during auditory–visual conditional discrimination training: A preliminary investigation

Breeman

Vladescu

DeBar

et al. 2020

Behavioral Interventions

View full text Add to dashboard Cite

show abstract

“…Despite not achieving mastery criteria for implementation fidelity, Mabel's student demonstrated high levels of manding and no challenging behavior. This discrepancy between teacher implementation fidelity and student behavior suggests that there may be components of fidelity (e.g., adherence and quality; Hagermoser- Sanetti & Kratochwill, 2009; of function-based interventions that are more critical for student behavior change than others (Leon et al, 2014). As highlighted recently by Sanetti and Colleagues (2021), empirical guidance in terms of determining optimal levels of implementation is yet to be established.…”

Section: Discussionmentioning

confidence: 99%

Effects of Multilevel Supports on Special Education Preschool Teacher Implementation of Function-Based Interventions

et al. 2021

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Early childhood special education teachers require training and support in implementing function-based intervention for challenging behavior. Yet, teacher professional development practices are not universally effective,and teachers may benefit from differentiated supports. The purpose of this study was to pilot and evaluate a multilevel approach to teacher professional development for function-based intervention. The multilevel approach included behavioral skills training, practice-based coaching, and teacher self-monitoring and was evaluated using a multiple baseline across participants single-case research design. Results demonstrated that while all teachers benefited from the professional development, teachers required different levels of support within the multilevel approach. These findings support a growing body of work suggesting that teachers may require varying levels of support to implement evidence-based practices.

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“…Furthermore, when resurgence does occur with such changes in reinforcement, there is an increased risk of the caregiver mistakenly reinforcing problem behavior, which may cause rapid reacquisition (e.g., Bouton, ) or response‐dependent reinstatement (e.g., Podlesnik & Shahan, ) of problem behavior. Applied and translational research has generally shown such errors of commission to be more detrimental to treatment efficacy than simple errors of omission (i.e., not reinforcing the alternative response; Leon, Wilder, Majdalany, Myers, & Saini, ; St. Peter Pipkin, Vollmer, & Sloman, ) Thus, resurgence appears to pose a serious threat to the durability of effective behavior change in applied settings.…”

Section: Resurgence Following Differential Reinforcementmentioning

confidence: 99%

Resurgence as Choice: Implications for promoting durable behavior change

Greer

Shahan

2019

J of App Behav Analysis

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Resurgence is an increase in a previously suppressed behavior resulting from a worsening in reinforcement conditions for current behavior. Resurgence is often observed following successful treatment of problem behavior with differential reinforcement when reinforcement for an alternative behavior is subsequently omitted or reduced. The efficacy of differential reinforcement has long been conceptualized in terms of quantitative models of choice between concurrent operants (i.e., the matching law). Here, we provide an overview of a novel quantitative model of resurgence called Resurgence as Choice (RaC), which suggests that resurgence results from these same basic choice processes. We review the failures of the only other quantitative model of resurgence (i.e., Behavioral Momentum Theory) and discuss its shortcomings with respect to the limited range of circumstances about which it makes predictions in applied settings. Finally, we describe how RaC overcomes these shortcomings and discuss implications of the model for promoting durable behavior change.

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Errors of Omission and Commission during Alternative Reinforcement of Compliance: The Effects of Varying Levels of Treatment Integrity

Cited by 23 publications

References 14 publications

The effects of procedural integrity errors during auditory–visual conditional discrimination training: A preliminary investigation

The effects of procedural integrity errors during auditory–visual conditional discrimination training: A preliminary investigation

Effects of Multilevel Supports on Special Education Preschool Teacher Implementation of Function-Based Interventions

Resurgence as Choice: Implications for promoting durable behavior change

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