Functional Communication Training With and Without Extinction and Punishment

Fisher, Wayne W.; Piazza, Cathleen C.; Cataldo, Michael F.; Harrell, Robert; Jefferson, Gretchen L.; Conner, Robert

doi:10.1901/jaba.1993.26-23

Cited by 253 publications

(251 citation statements)

References 16 publications

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“…For some children, FCT results in an acceptable reduction in problem behavior only when a punishment procedure is added to the treatment (Fisher et al, 1993;Wacker et al, 1990). This was also the case in a study by Hanley, Piazza, Fisher, and Maglieri (2005), who showed that FCT was ineffective for two children with intellectual disabilities and autism, whereas FCT plus punishment (e.g., a 30-s hands-down procedure) was effective in reducing severe self-injury, aggression, and disruption.…”

Section: Single-person Applicationsmentioning

confidence: 76%

Toward Effective and Preferred Programming: A Case for the Objective Measurement of Social Validity with Recipients of Behavior-Change Programs

Hanley

2010

Behav Analysis Practice

175

146

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The adoption of effective behavioral interventions and teaching strategies for young children is largely influenced by the extent to which stakeholders find the procedures appropriate and the effects important. Stakeholder values have been described by measures of social validity in applied behavior analysis, and these measures have been a part of behavior-analytic research and practice since their important characteristics were described in the late 1970s. The typically subjective nature of the social validation process appears, however, to have marginalized children and other usual recipients of behavior-change procedures (i.e., individuals with autism or intellectual disabilities) from social validation processes. Therefore, the importance of including recipients of behavior-change procedures in the social validation process and methods for doing so are described in this paper. Keywords: Autism, choice, concurrent chains, intellectual disability, preference, recipient inclusion, social validity ABSTRACT T

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Section: Single-person Applicationsmentioning

confidence: 76%

Toward Effective and Preferred Programming: A Case for the Objective Measurement of Social Validity with Recipients of Behavior-Change Programs

Hanley

2010

Behav Analysis Practice

175

146

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“…Although the use of concurrent-operants arrangements has proven useful in the identification of specific dimensions of reinforcement that increase specific behaviors, treatment programs may initially require reductive procedures (e.g., extinction or punishment) to reduce inappropriate behaviors to acceptable levels (Fisher et al, 1993;Wacker et al, 1990). Previous investigations have evaluated the efficacy of extinction procedures in the reduction of aberrant behavior (Lerman & Iwata, 1996).…”

mentioning

confidence: 99%

An Analysis of Choice Making in the Assessment of Young Children With Severe Behavior Problems

Harding

Wacker

Berg

et al. 1999

J of App Behav Analysis

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We examined how positive and negative reinforcement influenced time allocation, occurrence of problem behavior, and completion of parent instructions during a concurrent choice assessment with 2 preschool-aged children who displayed severe problem behavior in their homes. The children were given a series of concurrent choice options that varied availability of parent attention, access to preferred toys, and presentation of parent instructions. The results showed that both children consistently allocated their time to choice areas that included parent attention when no instructions were presented. When parent attention choice areas included the presentation of instructions, the children displayed differential patterns of behavior that appeared to be influenced by the presence or absence of preferred toys. The results extended previous applications of reinforcer assessment procedures by analyzing the relative influence of both positive and negative reinforcement within a concurrent-operants paradigm.DESCRIPTORS: choice making, preschool children, problem behaviorA number of applied investigations have evaluated the variables that influence choice with the goal of achieving better clinical outcomes in the reduction of problematic behavior (Fisher & Mazur, 1997). These studies have used a concurrent-operants arrangement in which two or more behaviors are concurrently available and each is correlated with an independent schedule of reinforcement. For example, investigators have examined various reinforcement dimensions (e.g., reinforcement rate, delay, and quality) to determine whether they have similar efThis research was supported by Grant R01-HD 29402 from the National Institutes of Child Health and Human Development of the National Institutes of Health. The opinions expressed herein do not necessarily reflect the position or policy of that agency. The authors express their appreciation to the families who participated in this study. We also express our appreciation to Agnes DeRaad, Barbara Rankin, and Anjali Barretto for manuscript preparation.Jennifer Asmus is now at the University of Florida. Address correspondence and requests for reprints to Jay Harding, University Hospital School, Room 251, 100 Hawkins Drive, The University of Iowa, Iowa City, Iowa 52242. fects in natural settings (e.g., Mace, Neef, Shade, & Mauro, 1994;Neef, Mace, & Shade, 1993;Neef, Shade, & Miller, 1994). As discussed by Neef et al. (1994), response alternatives in natural contexts are often asymmetrical across reinforcer dimensions. For example, an investigation by Neef et al. (1993) with students diagnosed as seriously emotionally disturbed showed that delays to reinforcement produced a bias toward the response alternative (choice) that provided more immediate access to reinforcement. A subsequent study by Neef et al. (1994) evaluated how specified reinforcer dimensions combined to influence the time allocated to two concurrent sets of math problems for youths with learning and behavior difficulties. The results showed that student resp...

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“…Many procedural variations of the tangi- ble condition have been described in the literature (e.g., Fisher et al, 1993;Mueller et al, 2001). Future research on procedural aspects of this condition would be instructive.…”

Section: Resultsmentioning

confidence: 91%

The Influence of Therapist Attention on Self‐injury During a Tangible Condition

Moore

Mueller

DuBard

et al. 2002

J of App Behav Analysis

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This study investigated the effects of therapist attention on the self-injurious behavior (SIB) of a 6-year-old girl with developmental disabilities. After results of a functional analysis indicated that SIB was maintained by attention and tangible reinforcement, tangible conditions with and without contingent verbal attention were compared. Results suggested that the inclusion of verbal attention in a tangible condition may confound functional analysis outcomes for behavior that is maintained by attention.

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Functional Communication Training With and Without Extinction and Punishment

Cited by 253 publications

References 16 publications

Toward Effective and Preferred Programming: A Case for the Objective Measurement of Social Validity with Recipients of Behavior-Change Programs

Toward Effective and Preferred Programming: A Case for the Objective Measurement of Social Validity with Recipients of Behavior-Change Programs

An Analysis of Choice Making in the Assessment of Young Children With Severe Behavior Problems

The Influence of Therapist Attention on Self‐injury During a Tangible Condition

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