The acquisition of stimulus control of compliance and participation during an ADL routine

Cameron, Michael J.; Ainsleigh, Susan A.; Bird, Frank L.

doi:10.1002/bin.2360070502

Cited by 12 publications

(10 citation statements)

References 9 publications

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“…In the presence of a behavior-consequence contingency, the probability of a response may be increased or decreased by establishing operations (EOs) that momentarily alter the reinforcing effectiveness of that consequence (Michael, 1982). For example, negatively reinforced destructive behavior may be less likely to occur during tasks that can be completed easily or successfully than during those that cannot be completed with a high level of accuracy or success (e.g., Cameron, Ainsleigh, & Bird, 1992).…”

mentioning

confidence: 99%

Escape Behavior During Academic Tasks: A Preliminary Analysis of Idiosyncratic Establishing Operations

McComas¹,

Hoch

Paone

et al. 2000

J of App Behav Analysis

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The presence or absence of idiosyncratic stimuli has been demonstrated to predictably alter the occurrence of problem behavior. By specifying stimuli related to negatively reinforced behavior during academic tasks, it may be possible to identify methods of instruction that decrease the occurrence of problem behavior. The current study used a four-step procedure that involved a functional analysis, descriptive assessment, establishing operations (EO) analysis, and follow-up evaluation (a) to identify the operant function of destructive behavior and (b) to evaluate the effects of idiosyncratic features of academic task demands and related methods of instruction on the occurrence of negatively reinforced destructive behavior of 3 boys with developmental disabilities and autism in a classroom setting. The data suggest that the four-step procedure was effective in identifying methods of instruction that decreased the likelihood of destructive behavior without disrupting the maintaining contingencies for destructive behavior. Results are discussed in terms of establishing operations for negatively reinforced destructive behavior during academic tasks and related methods of instruction in classroom settings.

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mentioning

confidence: 99%

Escape Behavior During Academic Tasks: A Preliminary Analysis of Idiosyncratic Establishing Operations

McComas¹,

Hoch

Paone

et al. 2000

J of App Behav Analysis

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“…In summary, stimulus control approaches capitalize on already existing behavior contingencies as the focus of training and treatment, and they are receiving increased clinical application for persons with developmental disabilities (Cameron, Ainsleigh, & Bird, 1992;Luiselli, 1994). The limitations of this case study notwithstanding, stimulus control and transfer methods are suited uniquely to promote, or set the occasion for, responses that do not occur within appropriate contexts.…”

Section: Discussionmentioning

confidence: 99%

A Case Study Evaluation of a Transfer-of-Stimulus Control Toilet Training Procedure for a Child with Pervasive Developmental Disorder

Luiselli¹

1996

Focus Autism Other Dev Disabl

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This case study evaluated a transfer-of-stimulus control prompting procedure to promote in-toiiet urinating by a 7-year-old girl with pervasive developmental disorder within a public school program. Before training, the girl displayed frequent urinary incontinence and never urinated in the toilet The prompting procedure consisted of her wearing a diaper, a stimulus associated with urinating, while sitting on the toilet. This arrangement was instituted for 2 weeks with moderate success, whereafter the girl independently sat on the toilet and urinated in the absence of the diaper. Subsequently, in-toilet urinating increased to 100% levels and urinary incontinence was eliminated. Self-initiated toileting requests also were associated with the training program. Results were maintained 1-month posttraining.

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“…However, this approach is impractical for teaching children with autism because failure to present instructional demands virtually eliminates learning opportunities. As a result, several studies have shown that it is possible to alter the demands and then re-introduce them along a variety of dimensions including task difficulty (Cameron, Ainsleigh, & Bird, 1992;Weeks & Gaylord-Ross, 1981), number of low probability requests (Ducharme & Worling, 1994), response effort Richman, Wacker, & Winborn, 2001;Wacker et al, 1990;Weld & Evans, 1990) and number or rate of instructional trials (Kennedy, 1994;Pace, Iwata, Cowdery, Andree, & McIntyre, 1993;Zarcone, Iwata, Smith, Mazaleski, & Lerman, 1994;Zarcone, Iwata, Vollmer, Jagtiani, Smith, & Mazaleski, 1993). For example, Pace et al (1993) used a combination of extinction and fading instructional demands to reduce escape-motivated problem behaviors.…”

Section: Stimulus Demand Fadingmentioning

confidence: 99%

The Role of the Reflexive-Conditioned Motivating Operation (CMO-R) During Discrete Trial Instruction of Children With Autism

Carbone¹,

Morgenstern²,

Zecchin-Tirri³

et al. 2010

Focus Autism Other Dev Disabl

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The principle of motivation has resurfaced as an independent variable in the field of behavior analysis over the past 20 years. The increased interest is the result of the refinements of the concept of the motivating operation and its application to the learning needs of persons with developmental disabilities. Notwithstanding the increased emphasis upon modification of motivating operations to reduce problem behavior, the autism treatment literature currently reflects limited recognition of this important behavioral variable. This paper provides an overview of antecedent based instructional modifications that lead to a reduction of escape and avoidance behavior of children with autis m during instruction. An analysis of these instructional methods as motivating operations is proposed. A conceptually systematic analysis of the influence of instructional methods is offered as a tool for improving the selection and implementation of effective teaching procedures. Keywords: motivating operations, establishing operations, autism, escape and avoidance behavior, discrete trial instruction.Comprehensive intensive treatment based upon the application of behavior analytic principles has proven to be an effective form of intervention for children with autism (Green, 1996). Several comparative studies have demonstrated the superiority of behavior analytic programs over other approaches to autism treatment or differing levels of intensities of services (

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The acquisition of stimulus control of compliance and participation during an ADL routine

Cited by 12 publications

References 9 publications

Escape Behavior During Academic Tasks: A Preliminary Analysis of Idiosyncratic Establishing Operations

Escape Behavior During Academic Tasks: A Preliminary Analysis of Idiosyncratic Establishing Operations

A Case Study Evaluation of a Transfer-of-Stimulus Control Toilet Training Procedure for a Child with Pervasive Developmental Disorder

The Role of the Reflexive-Conditioned Motivating Operation (CMO-R) During Discrete Trial Instruction of Children With Autism

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