Functional Communication Training and Demand Fading Using Concurrent Schedules of Reinforcement

Davis, Tonya N.; Weston, Regan; Hodges, Abby; Uptegrove, Lauren; Williams, Kristen Nicole; Schieltz, Kelly M.

doi:10.1007/s10864-017-9289-0

Cited by 18 publications

(10 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While our study focused on instructional demands naturally occurring during NET sessions (examples of demands for Adam: "Give me," "Put on," "What color? "), other researchers evaluated reduction of problem behaviors occurring during instructional demands at school (Butler & Luiselli, 2007), academic task demands at home (Davis et al, 2018), demands to withstand a medical procedure (Shabani & Fisher, 2006) or demands for compliance, e.g., wearing a facemask (Lillie et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Demand Fading as a Treatment for Escape-Maintained Problem Behavior in a Child With Autism

Pančocha¹

2021

Education Support

View full text Add to dashboard Cite

The article presents a research focused on problem behavior reduction in a child with autism spectrum disorder. Based on functional assessment, it was hypothesized that the target problem behavior primary function was to stop a demand or task in progress. We used a single subject experimental design to evaluate the effects of a demand fading procedure to reduce the occurrence of tantrums and self-injury during natural environment teaching sessions. The intervention included removal of all instructional demands and their gradual reintroduction based on a set criterion of low levels of problem behavior occurrence. The results show that withdrawing all demands and subsequent gradual fading in of instructions during teaching sessions may function as a viable antecedent strategy for decreasing problem behaviors maintained by escape.

show abstract

Section: Discussionmentioning

confidence: 99%

Demand Fading as a Treatment for Escape-Maintained Problem Behavior in a Child With Autism

Pančocha¹

2021

Education Support

View full text Add to dashboard Cite

show abstract

“…Like Peterson et al (2009) and Quigley et al (2013), several experiments demonstrated a decrease in challenging behavior with the use of asymmetricalchoice options without the use of extinction for challenging behavior (Athens & Vollmer, 2010, Experiments 1-4; in some conditions; Briggs et al, 2019;Davis et al, 2018;Martens et al, 2016;Peck Peterson et al, 2005;Peterson et al, 2017;Quigley et al, 2013;Rogalski et al, 2020), although some of these experiments observed adequate suppression under only some experimental conditions or had idiosyncratic results across participants. Because extinction can be difficult to implement in some situations due to logistical and ethical factors (Athens & Vollmer, 2010), future research should further assess the conditions under which interventions arranging asymmetrical-choice options result in clinically significant reductions in challenging behavior in the absence of extinction.…”

Section: Challenging Behaviormentioning

confidence: 93%

“…Relapse of challenging behavior was more likely in the two-choice condition (mands occurred during the three-choice probes), and response persistence of work during the relapse probes increased for one participant with prolonged exposure to the intervention. A different potential solution to highrate mands is exemplified in the study by Davis et al (2018). The participants in this study engaged in high-rate break mands in a two-choice arrangement.…”

Section: Challenging Behaviormentioning

confidence: 99%

Systematic Review of Procedures and Outcomes of Choice-Based Interventions with Children

Kestner

Finch

Kolb

2023

Educ. Treat. Child.

View full text Add to dashboard Cite

In behavior-analytic clinical work and research, opportunities for choice can be arranged as an independent variable, and response allocation among choice options can be measured as a dependent variable (i.e., engaging in one response given two or more concurrently available options). Choice-based interventions provide behavior analysts with tools to promote their clients’ rights to autonomy and self-determination by incorporating client preference. The purpose of the current article is to systematically review the literature published from 2003 to 2020 on choice-based interventions with children. We reviewed 32 articles (38 experiments) identified through ERIC, PsycINFO, and MEDLINE/PubMed, and we summarized the participant and study characteristics arranged into two categories by procedure: (1) differential reinforcement with asymmetrical-choice options; and (2) building choice opportunities into daily contexts. We provide suggestions for clinical applications of choice to intervention procedures and future research. The reviewed literature demonstrates how practitioners working with children can use choice-based interventions to incorporate consumer choice into clinical practice while effectively addressing versatile clinical goals across populations and settings.

show abstract

“…A chained schedule of reinforcement (or demand fading) procedure addresses this limitation by requiring a teacher to program for the completion of a series of tasks prior to giving a reinforcer (Hagopian et al, 2011; Piazza, Moes, & Fisher, 1996). A chained schedule of reinforcement is most suited for addressing challenging behaviors maintained by attempting to get away from instructional demands as it reduces the frequency of giving the student a reinforcer following an FCR while increasing a student’s tolerance for task completion (Davis et al, 2018; Suess et al, 2014).…”

Section: Teaching Students To Tolerate Delays To Reinforcementmentioning

confidence: 99%

My Student Cannot Wait! Teaching Tolerance Following Functional Communication Training

Muharib

Pennington

2019

Beyond Behavior

View full text Add to dashboard Cite

Functional communication training (FCT) involves the reinforcement of an appropriate communicative response as an alternative to challenging behavior. The intervention has been identified as an evidence-based practice across multiple populations. Despite its extensive research support, FCT may be impractical in some educational settings because it often requires educators to reinforce alternative responses at high rates. In this discussion article, we describe three procedures (delay to reinforcement, chained schedules of reinforcement, and multiple schedules of reinforcement) that can be used following FCT in educational settings to teach students who exhibit challenging behaviors to tolerate waiting for a reinforcer.

show abstract

Functional Communication Training and Demand Fading Using Concurrent Schedules of Reinforcement

Cited by 18 publications

References 25 publications

Demand Fading as a Treatment for Escape-Maintained Problem Behavior in a Child With Autism

Demand Fading as a Treatment for Escape-Maintained Problem Behavior in a Child With Autism

Systematic Review of Procedures and Outcomes of Choice-Based Interventions with Children

My Student Cannot Wait! Teaching Tolerance Following Functional Communication Training

Contact Info

Product

Resources

About