Separate and Combined Effects of Visual Schedules and Extinction Plus Differential Reinforcement on Problem Behavior Occasioned by Transitions

Waters, Melissa B.; Lerman, Dorothea C.; Hovanetz, Alyson

doi:10.1901/jaba.2009.42-309

Cited by 54 publications

(61 citation statements)

References 10 publications

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“…On the other hand, it is also possible that the signalling strategy would be effective only for lower level challenging behaviours in these participants. Supporting this possibility, an important interaction between resistance to change and the occurrence of a preferred event has been demonstrated in previous research examining the efficacy of intervention approaches aiming to increase environmental predictability (Waters, Lerman & Hovanetz, 2009). Further research evaluating the present signalling strategy, which tracks occurrence of changes to expectations during baseline and evaluation periods (whatever the result of those changes), will be important to distinguish between these possibilities.…”

Section: Discussionmentioning

confidence: 62%

Signalling changes to individuals who show resistance to change can reduce challenging behaviour

Bull

Oliver

Woodcock

2017

Journal of Behavior Therapy and Experimental Psychiatry

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Section: Discussionmentioning

confidence: 62%

Signalling changes to individuals who show resistance to change can reduce challenging behaviour

Bull

Oliver

Woodcock

2017

Journal of Behavior Therapy and Experimental Psychiatry

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“…Although advance notice procedures are widely considered to be effective (e.g., Banda and Grimmett 2008;Lequia et al 2012;Koyama and Wang 2011;Sterling-Turner and Jordan 2007), discrepant findings regarding the effectiveness of advance notice have been reported (Cote et al 2005;McCord et al 2001;Wilder et al 2006;Waters et al 2009;Wilder et al 2010;Wilder et al 2007). Some researchers have speculated that these negative results indicate that advance notice procedures are ineffective (Wilder et al 2010).…”

Section: Advance Noticementioning

confidence: 99%

“…Using a different form of advance notice, Waters et al (2009) assessed the effects of visual schedules on the problem behaviors of two children with autism in a classroom setting. The authors used a similar FA methodology as McCord et al (2001) for assessing transition-related problem behavior.…”

Section: Negative Findingsmentioning

confidence: 99%

Advance Notice for Transition-Related Problem Behavior: Practice Guidelines

Brewer

Strickland-Cohen

Dotson

et al. 2014

Behav Analysis Practice

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Transitions between daily activities can occasion or elicit problem behavior in individuals with intellectual and developmental disabilities (IDD). Providing advance notice to signal an upcoming transition is a common practice in early and special education settings (e.g., Riffel 2010;Sandall et al. 2005). While the literature contains many demonstrations of the efficacy of various advance notice procedures, other studies have shown negative results. Practitioners are faced with the challenge of deciding whether advance notice is a viable treatment option for transition-related problem behavior in light of these contradictory findings. To assist the practitioner in this decision-making process, we provide a brief review of the advance notice literature, concentrating on the studies reporting that advance notice is ineffective at reducing transition-related problems. The goal is to provide practitioners with a better understanding of the environmental conditions under which advance notice is likely to be ineffective at decreasing problem behavior as well as the conditions under which it can be effective at reducing transition-related problem behavior. Discriminating these conditions may yield a useful set of practice guidelines for deciding when advance notice is a viable treatment option for decreasing transitionrelated problem behavior.Keywords Advance notice . Vocal notification . Transition-related problem behavior . Self-injury . Tantrums . Noncompliance . Autism . Intellectual and developmental disabilities . Preschoolers . Translational research . Unpredictable transitions . Rich-lean transitions . Negative incentive shiftsTransitions between activities can account for a significant proportion of teaching time in school settings (see Sainato et al. (1987) and are a ubiquitous feature of normal, everyday life. Activity transitions involve stopping the current activity and engaging in a new activity. Orderly and timely transitions are important to maintain a successful educational setting, and the ability to move from activity to activity is a major factor for independent living for persons with intellectual and developmental disabilities (IDD) such as autism.Transitions can be a major source of problem behavior (e.g., self-injury, tantrums) in individuals with IDD (Schmit et al. 2000) and typically developing children (e.g., Riffel 2010). Severe problem behaviors such as self-injurious behaviors (SIB) and aggression can pose serious harm to both the individual exhibiting problem behavior and others in the environment, and may lead to restriction of the individual's social and educational opportunities. In classroom settings, problem behaviors can increase the amount of time spent transitioning between activities. Self-injury and stereotypy can also be distracting to peers (Conroy et al. 2005), and noncompliance can severely disrupt the classroom. Time spent by teaching staff trying to cope with the problem behavior of one child or a small number of children during transitions within the classroom c...

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“…With the limited implementation of functional assessments in the current review, it seems that challenging behavior during transitions functions to escape a demand context (e.g., Davis et al 1998) or to gain access to a previous set of stimulus conditions (e.g., Waters et al 2009). Similarly, the antecedent conditions that may occasion problem behavior during transitions may be the onset of those conditions (e.g., teacher walking to student with a worksheet).…”

Section: Functional Behavior Assessmentmentioning

confidence: 98%

“…participant, sess. Five studies addressed challenging behavior in the context of transitions using consequence-based strategies (Kern and Vorndran 2000;McCord et al 2001;Repp and Karsh 1994;Waters et al 2009). For example, McCord et al (2001) implemented a treatment package that consisted of differential reinforcement of alternative behavior, extinction, and response blocking to decrease the self-injurious behavior (SIB) of two adults with profound intellectual disability admitted to a residential treatment center.…”

Section: Antecedent-based Strategies For Challenging Behaviormentioning

confidence: 99%

Literature Review of Interventions for Between-Task Transitioning for Individuals with Intellectual and Developmental Disabilities Including Autism Spectrum Disorders

Tullis

Cannella-Malone

Payne

2014

Rev J Autism Dev Disord

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Transitioning between activities or settings may pose great difficulty for individuals with intellectual and developmental disabilities, yet engaging in independent, smooth transitions may be a requisite skill for inclusion in a number of school and community settings. In the current empirical literature review, 32 studies that focused on teaching independent transitioning skills or decreasing challenging behavior in the context of transitions were examined. Studies were divided into two general categories: (a) decreasing challenging behavior and (b) teaching independent transitions. Each general category was then divided into subcategories: antecedent-or consequence-based strategies. The goals of this review were to determine what interventions are most prevalent and effective in the current literature base, identify the extent to which effects are maintained and generalized, and suggest directions for future research.

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Separate and Combined Effects of Visual Schedules and Extinction Plus Differential Reinforcement on Problem Behavior Occasioned by Transitions

Cited by 54 publications

References 10 publications

Signalling changes to individuals who show resistance to change can reduce challenging behaviour

Signalling changes to individuals who show resistance to change can reduce challenging behaviour

Advance Notice for Transition-Related Problem Behavior: Practice Guidelines

Literature Review of Interventions for Between-Task Transitioning for Individuals with Intellectual and Developmental Disabilities Including Autism Spectrum Disorders

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