Two principal goals of functional communication training (FCT) are to (a) eliminate destructive behavior and (b) establish a more acceptable, yet functionally equivalent, communication response (FCR). A related and critically important goal is to thin the schedule of reinforcement for the FCR to levels that are reasonably managed by caregivers. Researchers have described several approaches to thinning FCT reinforcement schedules. We summarized the results of 25 consecutive applications (amongst 20 cases) in which schedule-thinning procedures employed discriminative stimuli to signal when the FCR would and would not produce reinforcement (i.e., using multiple schedules, response restriction, or chained schedules). Results suggest schedule-thinning procedures that use discriminative stimuli can maintain the effectiveness of FCT while minimizing the need for punishment or other supplemental procedures.

Functional communication training is a well-established treatment for socially reinforced destructive behavior that typically includes differential reinforcement of the functional communication response (FCR) in combination with extinction of destructive behavior. However, when the schedule of reinforcement for the FCR is thinned, destructive behavior may resurge (e.g., Greer, Fisher, Saini, Owen, & Jones, 2016). Currently, data are unavailable on the prevalence and characteristics of resurgence during reinforcement schedule thinning. In this study, we evaluated the prevalence of resurgence during reinforcement schedule thinning on a per-case and per-schedule-step basis and also evaluated the magnitude of resurgence in relation to the functions of destructive behavior. We observed resurgence in 19 of the 25 (76%) applications of reinforcement schedule thinning. In some cases, the magnitude of resurgence exceeded the mean levels of destructive behavior observed in baseline. We discuss these results relative to prior translational and applied research on resurgence.

No abstract

Abstract. Some years ago Greer (1993) and Vcrschaffel, De Corte and Lasure (1994) provided evidence that after several years of traditional mathematics instruction children have developed a tendency to reduce mathematical modeling to selecting the correct formal-arithmetic operation with the numbers given in the problem, without seriously taking into account their common-sense knowledge and realistic considerations about the problem context. This evidence was obtained by means of a series of especially designed word problems with problematic modeling assumptions from a realistic point of view, administered in the context of a mathematical lesson. After having summarized these two initial studies, we briefly review a series of replication studies executed in different countries showing the omnipresence of this tendency among pupils. Then two related but different lines of follow-up studies arc presented. While the first line of research investigated the effects of different forms of scaffolds added to the testing setting aimed at enhancing the mindfulness of students' approach when solving these problematic items, the second one looked at the effectiveness of attempts to increase the authenticity of the testing setting. After having discussed these empirical studies, the results are interpreted against the background of schooling in general, and the mathematics classroom in particular. The notion of 'the game of word problems' is introduced to refer to the 'hidden' rules and assumptions that need to be known and respected in order to make the game of word problems function efficiently. In this respect a study is reported which reveals that the strong tendency toward non-realistic mathematical modeling is found among (student-)teachers too. Afterwards two studies aimed at changing students' perceptions of word problem solving by taking a radical modeling perspective, are reported. The chapter ends with some theoretical, methodological and instructional implications of the work reviewed.