Linking Self-Management Procedures to Functional Analysis Results

Abstract

Self-management procedures typically focus on decreasing an undesirable target behavior or increasing a behavior that is incompatible with an undesirable target behavior. Although it is effective, self-management generally is designed in such a way that reinforcement accessed through the program may not be functionally equivalent to reinforcement accessed by engaging in the target behavior. In this study, we examined the efficacy of self-management procedures designed to reinforce both behavior that was incompatible with the target behavior and appropriate replacement behavior that was functionally equivalent to the undesirable target behavior. Functional analyses were conducted with three participants. Each participant was then taught to self-manage incompatible appropriate behavior as well as appropriate requests for reinforcement (i.e., escape, attention, materials) identified as functionally related to the problematic target behaviors. Results indicated that the self-management procedures resulted in lower rates of problem behavior and participants appropriately requested functionally relevant reinforcement.

Social Skills Training for Youth With Emotional and Behavioral Disorders and Learning Disabilities: Problems, Conclusions, and Suggestions

“…In the second study, Kern, Ringdahl, Hilt, and Sterling-Turner (2001) taught three aggressive boys, ages 4 to 8, to perform replacement behaviors through the use of self-monitoring. The boys' intellectual functioning was in the low-average range.…”

Early Intervention, Positive Behavior Support, and Transition to School

“…Comprehensive support plans are designed on the basis of functional assessment data and the hypotheses that emerge from the assessment process (O'Neill et al, 1997). Comprehensive plans include antecedent strategies to prevent the occurrence of problem behavior (e.g., Blair et al, 1999), instruction on replacement skills that are functional equivalents to the problem behavior (Kern et al, 2001), and consequences that defuse difficult situations without reinforcing the problem behavior. In addition, comprehensive plans include supports that are needed to assist the child and family in achieving the desired quality of life.…”

“…At the individual level, the emphasis is on strengthening functionally equivalent social and communication skills and preventing problems (Dunlap & Fox, 1999;Kern et al, 2001). The differences between the intervention strategies under the Part B (preschool) and Part C (familycentered early intervention) programs are largely a matter of incorporating program variables and personnel, managing teambased decision making, and ensuring strong connections between families and program personnel.…”

Increasing Self-Determination: Teaching Students to Plan, Work, Evaluate, and Adjust

“…Studies show this to be the case for students with learning and behavior problems Snyder & Shapiro, 1997). For example, when students with challenging behaviors are provided with an opportunity to gain something by changing a circumstance and when they have a self-management (adjustment) strategy to change the circumstance in a favorable direction, they alter their adjustment and their challenging behavior decreases (Kern, Ringdahl, Hilt, & Sterling-Turner, 2001). They learn to adjust in a more adaptive manner.…”