Maintaining Performance of Autistic Clients in Community Settings With Delayed Contingencies

Abstract

To facilitate the classroom and workshop integration of three autistic clients, we examined the feasibility of teaching them to respond appropriately without the continual presence of specially trained treatment providers. Within a multiple baseline design, a 4-step treatment process was implemented to promote durable responsive performance. Results indicated that the therapist could be removed from the treatment environment and that appropriate behavior could be successfully maintained in community settings with only infrequent and delayed contingencies.

Effects of an Individual Work System on the Independent Functioning of Students with Autism

“…The deficit in independent functioning may be related to prompt dependency due to the reliance on the constant presence of a treatment provider (Giangreco & Broer, 2005), difficulty with organization and sequencing due to executive function deficits (Mesibov, Shea, & Schopler, 2005), limited ability to generalize skills to new settings (Dunlap & Johnson, 1985), problems with processing and understanding auditory directives (Dettmer, Simpson, Myles, & Ganz, 2000), and/or lack of initiation (Koegel, Carter, & Koegel, 2003). The deficiency in independent functioning has grave implications for students with autism, as it is a significant impediment to classroom and community inclusion (Dunlap, Koegel, Johnson, & O'Neill, 1987) and limits one's potential to thrive in educational, vocational, and domestic settings (Pierce & Schreibman, 1994).…”

Extended Reductions in Stereotypic Behavior of Students With Autism Through a Self‐management Treatment Package

“…DESCRIPTORS: self-management, stereotyped behavior, generalization, maintenance, autistic behavior For individuals with severe disabilities, a wide variety of treatment techniques have been proposed to decrease stereotypic behaviors, induding shock (Baumeister & Forehand, 1972), overcorrection (Foxx & Azrin, 1973), physical exercise (Kern, Koegel, & Dunlap, 1984), time-out (Sachs, 1973), delayed reinforcement (Dunlap, Koegel, Johnson, & O'Neill, 1987), and differential reinforcement of other behavior (DRO) (Harris & Wolchik, 1979). Self-management is a relatively new treatment technique that holds great promise for facilitating widespread behavioral change.…”

Task Engagement and Escape Maintained Challenging Behavior: Differential Effects of General and Explicit Cues When Implementing a Signaled Delay in the Delivery of Reinforcement

“…Challenging behaviors that are socially mediated by escape from task engagement represent a particular challenge to educators (Kern et al 1997;Kemp and Carr 1995;Moore et al 2005;Reese et al 2005). A number of intervention strategies have been successfully validated that address escape functioned challenging behavior, including: (1) delivering extinction alone or as a supplement to other interventions (Carr et al 1980;Everett et al 2007;Lalli et al 1995a;Pace et al 1993;Patel et al 2002;Vollmer et al 1999b), (2) providing escape contingent on desired communicative or non-communicative behavior (Carr et al 1980;Kodak et al 2007;Lalli et al 1995b;Mildon et al 2004;Wacker et al 1990), (3) introducing delayed reinforcement (DeLeon et al 2001;Dunlap et al 1987;Fisher et al 2000;Fowler and Baer 1981), and (4) demand fading (Gouboth et al 2007;Hagopian et al 2005;Lalli et al 1995a, b). To teach appropriate alternative behaviors that successfully compete with existing challenging behaviors, strategies that rely on implementing antecedent based positive behavioral support (PBS) strategies (those implemented prior to challenging behavior in situations that have been associated with challenging behavior) may increase learning opportunities that can be initiated by the interventionist rather than on the occurrence of problem behavior.…”