The Effect of Response Effort on Compliance in Young Children

Wilder, David A.; Fischetti, Anthony T.; Myers, Kristin; Leon-Enriquez, Yanerys; Majdalany, Lina

doi:10.1002/bin.1362

Cited by 4 publications

(2 citation statements)

References 13 publications

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“…Third, COAs may be advantageous when there is reason to suspect problem behavior is maintained by escape—a commonly identified function for noncompliance and other problem behaviors occurring in the context of academic instruction (McKerchar & Abby, 2012). Because response effort has been shown to impact compliance in young children (e.g., Wilder, Fischetti, Myers, Leon-Enriquez, & Majdalany, 2013), escape alone can be insufficient to reinforce compliance or work completion as a higher effort alternative to problem behavior (Neef, Shade, & Miller, 1994). In the study by Quigley et al (2013), researchers designed an intervention in which the student chose between (a) working to earn access to adult attention and preferred items and (b) a break without access to these consequences.…”

mentioning

confidence: 99%

An Initial Evaluation of a Concurrent Operant Analysis Framework to Identify Reinforcers for Work Completion

Lloyd

Randall

Weaver

et al. 2019

Behavioral Disorders

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Although functional analysis is a powerful tool for testing the function of challenging behavior, it is not always feasible or appropriate to include as a component of functional behavior assessment (FBA). Alternative experimental analysis methods are needed to inform individualized interventions in schools, particularly for students who engage in passive forms of problem behavior. We evaluated a concurrent operant analysis (COA) framework to identify reinforcers for appropriate replacement behaviors for four students referred for FBA and reported by teachers to engage in low levels of work completion. After completing two COAs per student (researcher-as-therapist and teacher-as-therapist), we used alternating treatments designs to compare the effects of an intervention matched with COA outcomes to intervention conditions that were not matched to COA outcomes on levels of work completion and task engagement. COA outcomes corresponded across therapists for three of four participants and intervention results validated COA outcomes for two of these participants. Although results of this initial investigation seem promising, more research on COA frameworks is needed to determine their utility to guide reinforcement-based interventions in schools.

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confidence: 99%

An Initial Evaluation of a Concurrent Operant Analysis Framework to Identify Reinforcers for Work Completion

Lloyd

Randall

Weaver

et al. 2019

Behavioral Disorders

View full text Add to dashboard Cite

show abstract

“…show that the guided-compliance procedure can increase compliance across a variety of different contexts (e.g., Miles & Wilder, 2009;Wilder, Fischetti, Myers, Leon-Enriquez, & Majdalany, 2013), Wilder et al demonstrated that the effectiveness of the intervention may be compromised if therapists implement the procedures with low levels of treatment integrity. Carroll et al (2013) conducted a series of studies evaluating the effects of treatmentintegrity errors on skill acquisition for children with ASD during DTT.…”

Section: Treatment Integritymentioning

confidence: 99%

Training Supervisors to Provide Feedback Using Video Modeling

Shuler¹

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Supervisors commonly use feedback to teach staff members to accurately implement behavioral interventions. However, few studies have evaluated methods to teach supervisors to provide effective feedback. In the current study, we used a multiple-baseline design to evaluate the use of video modeling to train four supervisors to provide performance feedback to therapists working with children with autism. We assessed the supervisors' accuracy with implementing eight feedback component skills (e.g., behavior-specific praise, describing incorrect performance, demonstrating correct performance) during simulated role-plays before and after the video-modeling intervention. Following the intervention, we assessed the extent to which the supervisors' skills generalized when providing feedback on a confederate therapist's implementation of novel behavioral protocols and an actual therapist's implementation of protocols with a child with autism. Results showed that all supervisors implemented the feedback component-skills with increased accuracy following the video-modeling intervention. Additionally, supervisors' skills generalized to providing feedback on novel protocols and to an actual therapist. These results suggest that video modeling may be an effective method of training supervisors to provide performance feedback.

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Embedding a functional analysis of compliance in small group instruction

Lloyd

Weaver

Staubitz

2017

Behavioral Interventions

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Research on adaptations to standard functional analyses for use in classroom settings has increased in recent years. However, few studies have focused on procedural variations specific to assessing noncompliance in the context of academic instruction. In the current study, we trained a special education teacher to embed a functional analysis of compliance in small group instruction. The goal of the functional analysis was to identify an effective reinforcement contingency for compliance for a second grade student with an intellectual disability. Results suggested a combined escape + tangible contingency increased compliance to instructional prompts relative to other conditions. The functional analysis of compliance represents a variation on previous functional analyses of noncompliance with potential to increase ecological and social validity of assessment procedures for classroom settings.

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The Effect of Response Effort on Compliance in Young Children

Cited by 4 publications

References 13 publications

An Initial Evaluation of a Concurrent Operant Analysis Framework to Identify Reinforcers for Work Completion

An Initial Evaluation of a Concurrent Operant Analysis Framework to Identify Reinforcers for Work Completion

Training Supervisors to Provide Feedback Using Video Modeling

Embedding a functional analysis of compliance in small group instruction

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