Reducing Transition Latency and Transition‐related Problem Behavior in Children by Altering the Motivating Operations for Task Disengagement

Abstract

Activity schedules, guided compliance, and differential reinforcement are often used to reduce transition‐related problem behavior in children with autism. One potential way to increase the effectiveness of these procedures when transitioning children from preferred to nonpreferred activities is to alter the motivating operations for noncompliance. In Experiment 1, we used an alternating treatments design to compare the effects of activity schedules plus guided compliance alone and when combined with four brief interruptions, each followed by attention and immediate resumption in the preferred activity. Two preschool‐aged children with autism participated. Although the combined procedure was more effective, the extent to which it temporarily reduced the reinforcing value of the pretransition activity was unclear. Experiment 2 addressed this limitation by directly examining the value‐altering effect of brief interruptions. Two different preschool‐aged children participated. Using a reversal design, response‐restriction preference assessments were conducted with and without brief interruptions. Results indicated that both children's preferred activity was engaged in less when interrupted, but engagement levels immediately resumed when interruptions were withdrawn. Possible functions of brief interruptions followed by attention and resumption in a preferred activity are discussed.

Evidence for Transition-Related Behaviors as an Explicit Criterion for Extended School Year Services Eligibility

“…Even though all students with IEPs are supposed to have transition planning considered, transition for individuals with high incident disabilities like specific learning disabilities and intellectual disabilities would appear to pose more challenges than other groups (e.g., Lequia et al, 2015; Sullivan et al, 2017; Tullis et al, 2015); thus, transition planning is not one size fits all. The literature does appear to suggest that among some children, especially perhaps with high incidence disabilities that encounter difficulties in making the transitions that these issues with transitions may extend to adolescent and to adult life (e.g., Lequia et al, 2015; Sullivan et al, 2017; Tullis et al, 2015). Thus, issues with transition in childhood found in the current study may extend across the lifespan.…”

“…For many students with disabilities, transitions present an immense challenge in a variety of ways. Horizontal transitions, or daily transitions between classes (Johansson, 2007; Kagan & Tarrant, 2010; Rutanen & Hännikäinen, 2017), often elicit challenging behaviors such as aggression, time off-task, and disruption (e.g., Lequia et al, 2015; Sullivan et al, 2017; Tullis et al, 2015). Vertical transitions, or transitions between schools or school years (Webster et al, 2017), have been associated with reduced academic achievement (Akos et al, 2015).…”

Meta-Analysis of Mindfulness-Based Program Soles of the Feet for Disruptive Behaviors

“…The name SOF is derived from the fact that the target stimulus for reorienting attention is the feet, including the bottoms, or soles, of the feet. The SOF intervention may address similar maintaining variables for escape-motivated disruptive behavior by temporarily reducing the aversive properties of antecedent triggers (i.e., an abolishing operation) and/or reinforcing competing responses (e.g., Carr et al, 1976; Sullivan et al, 2017). In addition, the SOF intervention encourages individuals to practice the skills taught in different contexts, thereby supporting generalization across settings once automaticity of the mindfulness routine has been achieved (Felver et al, 2014; Singh et al, 2003).…”

Principles and practices that promote positive guidance in early childhood.

“…Because the activity is highly preferred, it may replace the need for attention in some situations. Preferred activities may also be leveraged during times of transition to motivate student engagement (Sullivan, Martens, Morley, & Long, 2017). For example, the teacher could say, "If you put away your toys quickly, then you will have some time to draw before circle time."…”