Using a Behavior Chain Interruption Strategy to Teach Communication Skills to Students with Severe Disabilities

Abstract

Article Descriptors communication instruction; pictorial communication;behavior chain interruption; motivation; research; students with severe disabilities Two adolescents with severe disabilities were taught pictorial communication skills using an interrupted behavior sequence strategy. The independent variable involved insertion of a typical operant instructional trial for teaching communication skills into the midst of ongoing predictable sequences of behaviors, such as making toast or washing dishes, rather than at the beginning of the task performance. Results indicated the strategy was effective, and are discussed in terms of motivational factors and in terms of potential ap plication of the strategy in community settings.

Teaching Mands to Children with Autism Spectrum Disorder Using Behavior Chain Interruption Strategies: a Systematic Review

“…For this behavior chain, a missing item format was used to contrive the MO for the needed item (i.e., coffee cup) and teach the new mand Bcup,^which ultimately lead to accessing the desirable item (i.e., coffee). This procedure was soon replicated in several follow-up studies (e.g., Alwell et al 1989;Goetz et al 1985;Hunt and Goetz 1988;Hunt et al 1986;Sigafoos et al 1989). These studies suggested that BCIS were a promising approach for teaching mands to children with developmental disabilities.…”

“…First, some individuals might find an interruption aversive, which might provoke problematic mand forms, such as tantrums, aggression, or self-injury. To prevent this, it would seem useful to select interruption points that create an MO for manding but which are not overly aversive as described by Goetz et al (1985). Additionally, when using a BCIS that may signal a worsening condition, the listener might become a signal that reinforcement is not available, which could prevent the individual from emitting the targeted mand.…”

“…In practice, implementing one or more BCIS typically involves identifying a familiar behavior chain and interrupting this chain at a predetermined step (generally the middle of an ongoing chain). The interruption is intended to create the need and motivation for a specific mand form, which is then reinforced naturally by enabling continuation of the behavior chain, which ultimately leads to a terminal reinforcer (Carter and Grunsell 2001;Goetz et al 1985;Hunt and Goetz 1988). For example, a behavior chain, such as getting ready to go play outside, could be used as a context for teaching a child to request help in finding his or her jacket.…”

Selecting augmentative communication devices for persons with severe disabilities: Some factors for educational teams to consider

“…It is unreasonable to expect the mere provision of an aided device will enable the learner to communicate. There is a growing literature describing effective procedures for teaching a variety of augmentative communication skills to learners with severe disabilities (Alwelt, Hunt, Goetz, & Sailor, 1989;Glennen & Calculator, 1985;Goetz, Gee, & Sailor, 1985;Hall & Sundberg, 1987;Reichle & Brown, 1985;Reichle et al, 1991;Romski et al, 1988). Despite this growing literature, data-based procedures for teaching some of the more specialized skills involved in using certain augmentative devices (e.g., eye gaze, linear, row/column, or directed scanning) are limited (Blackstone, 1989;Ratcliff, 1988).…”

The Match between Reinforcer Class and Response Class: Its Influence on Communication Intervention Strategies

“…Goetz, Gee, and Sailor (1985) examined the use of a reinforcer specificity condition when the opportunity to mand was provided immedi ately after the learners' consumption or participation in the reinforcer had been interrupted. Their results sug gest that manding the continuation of an in-progress activity is an alternative to providing the S D prior to any immediate experience in the activity.…”