Decreasing excessive functional communication responses while treating destructive behavior using response restriction

Fisher, Wayne W.; Greer, Brian; Querim, Angie C.; DeRosa, Nicole M.

doi:10.1016/j.ridd.2014.06.024

Cited by 34 publications

(38 citation statements)

References 37 publications

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“…However, such schedules may not be feasible or acceptable in applied settings. Therefore, FCT often requires systematic intervention to thin the schedule of reinforcement to reduce the child's use of the response (Fisher, Greer, Querim, & DeRosa, 2014). Research should evaluate the effects of a training package to teach Head Start teachers to systemically reduce the overuse of a replacement response for challenging behavior.…”

Section: Discussionmentioning

confidence: 99%

Evaluating the Accuracy of Results for Teacher Implemented Trial-Based Functional Analyses

et al. 2015

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Trial-based functional analysis (TBFA) allows for the systematic and experimental assessment of challenging behavior in applied settings. The purposes of this study were to evaluate a professional development package focused on training three Head Start teachers to conduct TBFAs with fidelity during ongoing classroom routines. To assess the accuracy of the TBFA results, the effects of a function-based intervention derived from the TBFA were compared with the effects of a non-function-based intervention. Data were collected on child challenging behavior and appropriate communication. An A-B-A-C-D design was utilized in which A represented baseline, and B and C consisted of either function-based or non-function-based interventions counterbalanced across participants, and D represented teacher implementation of the most effective intervention. Results showed that the function-based intervention produced greater decreases in challenging behavior and greater increases in appropriate communication than the non-function-based intervention for all three children.

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Section: Discussionmentioning

confidence: 99%

Evaluating the Accuracy of Results for Teacher Implemented Trial-Based Functional Analyses

et al. 2015

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“…That is, when multiple-schedule arrangements failed to produce clear discriminated responding, researchers have attempted alternative strategies (e.g., response restriction; Fisher, Greer, Querim, & DeRosa, 2014) or have added contingency-specifying rules (e.g., Betz et al, 2013; Tiger & Hanley, 2004) as opposed to identifying and then addressing the operant mechanism responsible for limited stimulus control.…”

Section: Considerations In Arranging Multiple Schedulesmentioning

confidence: 99%

“…A common type of discrimination failure that occurs in the treatment of problem behavior following FCT is when schedule-correlated stimuli fail to produce discriminated FCRs (i.e., FCRs continue to occur during the EXT component of a multiple schedule; Fisher et al, 2014). Fisher et al (2014) conducted a study with individuals for whom a multiple-schedule arrangement failed to produce discriminated responding across schedule components during schedule thinning and investigated a modified multiple-schedule procedure called response restriction (Fyffe, Kahng, Fittro, & Russell, 2004; Hagopian, et al, 2004; Roane, Fisher, Sgro, Falcomata, & Pabico, 2004).…”

Section: Considerations In Arranging Multiple Schedulesmentioning

confidence: 99%

“…Fisher et al (2014) conducted a study with individuals for whom a multiple-schedule arrangement failed to produce discriminated responding across schedule components during schedule thinning and investigated a modified multiple-schedule procedure called response restriction (Fyffe, Kahng, Fittro, & Russell, 2004; Hagopian, et al, 2004; Roane, Fisher, Sgro, Falcomata, & Pabico, 2004). …”

Section: Considerations In Arranging Multiple Schedulesmentioning

confidence: 99%

“…For example, Fisher et al (2014) first taught four children to engage in an FCR (touching a small laminated card) to request breaks from preacademic and academic instructions. Response restriction was introduced following a demonstration of failed discriminated card touching in a multiple-schedule arrangement (i.e., high, consistent rates of FCRs during the S Δ component).…”

Section: Considerations In Arranging Multiple Schedulesmentioning

confidence: 99%

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Multiple schedules in practical application: Research trends and implications for future investigation

Saini

Miller

Fisher

2016

J of App Behav Analysis

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Researchers began studying multiple schedules in basic laboratories, but recent advances have extended research on multiple schedules to a wide variety of socially significant applications, especially during the last decade. Applied researchers have used multiple schedules (a) to promote stimulus control over high-rate appropriate behaviors, (b) to thin the schedule of reinforcement following functional communication training, and (c) to obtain stimulus control over problem behaviors maintained by automatic reinforcement. In the current paper, we reviewed 31 studies with 147 applications identified through a search of the applied literature on multiple schedules. Using these studies, we (a) reviewed the empirical literature on multiple schedules, (b) recommended multiple-schedule procedures that serve as best practice guidelines for applied behavior analysts, (c) identified the generality and boundaries of current knowledge about the effectiveness of multiple schedules, and (d) critically analyzed the literature to provide directions for future multiple-schedule research.

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Functional communication training during reinforcement schedule thinning: An analysis of 25 applications

Greer

Fisher

Saini

et al. 2015

J of App Behav Analysis

Self Cite

175

190

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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.

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Decreasing excessive functional communication responses while treating destructive behavior using response restriction

Cited by 34 publications

References 37 publications

Evaluating the Accuracy of Results for Teacher Implemented Trial-Based Functional Analyses

Evaluating the Accuracy of Results for Teacher Implemented Trial-Based Functional Analyses

Multiple schedules in practical application: Research trends and implications for future investigation

Functional communication training during reinforcement schedule thinning: An analysis of 25 applications

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