Negatively-Reinforced Mands

Abstract

In this study, we extended the literature on negatively-reinforced mands by teaching multiple novel, socially appropriate alternative mands to two young children with autism spectrum disorder (ASD). First, we replaced existing mands (e.g., pushing away) with two novel, socially appropriate, negatively-reinforced mands. Next, we examined responding under immediate- and delayed-reinforcement conditions to assess resurgence to existing mands and to determine whether the function of the communicative behavior influences the consistency with which different mands are emitted. Finally, we examined generalization to different social partners. Our data suggest that both children acquired the new mands and used them to avoid nonpreferred items. Resurgence to existing mands during delayed-reinforcement conditions was documented for one child, and the sequence in which mands were emitted within a response class was not influenced by the function of the communicative behavior. Generalization data indicate that both children emitted the new mands and one of the two children alternated between the two mands with a social partner who was not involved in the training. We discuss the importance of teaching multiple negatively-reinforced alternative mands to children with autism in applied settings.

A Systematic Review of Interventions to Promote Varied Social-Communication Behavior in Individuals With Autism Spectrum Disorder

“…Thus, not all studies are included in the statistical analysis of the results. Second, we excluded some studies that did not meet the WWC Design Standards, but that provide important conceptual information about factors that influence variability and response classes (e.g., Chezan et al, 2016; Drasgow et al, 2016).…”

“…Resurgence is of particular concern during functional communication training (FCT; Carr & Durand, 1985), which involves identifying the reinforcer maintaining the problem behavior and teaching a socially appropriate communication request (i.e., a mand) that accesses the same reinforcer. If the mand contacts extinction during FCT, the individual may engage in another response (i.e., the problem behavior) that has previously accessed the same reinforcer (Chezan, Drasgow, Martin, & Halle, 2016). Individuals who engage in varied social-communication behavior may engage in other mand topographies that access reinforcement instead of engaging in problem behavior.…”

Discrimination and Generalization of Negatively-Reinforced Mands in Young Children With Autism Spectrum Disorder

“…Second, a generalized mand is more functional than a specific mand because numerous opportunities for emitting the mand occur very often during typical activities in the natural environment (Sigafoos et al, 2004). Finally, previous research on mand acquisition for children with ASD and communication delays suggests that these children require extensive training to acquire multiple mands (Chezan, Drasgow, Martin, & Halle, 2016; Drasgow, Martin, Chezan, Wolfe, & Halle, 2016). Consequently, teaching specific mands may not be effective in those situations in which the child needs to acquire a socially appropriate mand to prevent the likely acquisition of problem behavior and to function effectively in his or her environment (Reeve & Carr, 2000).…”

“…The use of nonexamples to promote generalization of negatively-reinforced mands has received very limited attention in the literature on mand training and generalization (Chezan et al, 2016; Groskreutz et al, 2014). The findings of the previous literature on negatively-reinforced mands are important for several reasons.…”

“…One reason is the emerging empirical evidence demonstrating that mand training promotes the acquisition of discriminated, negatively-reinforced mands in young children with ASD. Furthermore, the results of previous studies reveal that young children with ASD can learn not only multiple discriminated mands, but they are able to alternate mands when social partners do not respond immediately to their first communicative attempt (Chezan et al, 2016). Another reason relates to the importance of using multiple example and nonexample stimuli to promote generalization without errors of the newly acquired mand to novel social partners and untrained environments (Groskreutz et al, 2014).…”