The Effects of Response Efficiency on Functionally Equivalent Competing Behaviors

Abstract

Three experiments addressed the role of response efficiency in the application of functional equivalence training. Functional equivalence training includes conducting a functional assessment of the problem behavior. Variables that predict and maintain the problem behavior are defined, and socially appropriate, functionally equivalent skills are identified and taught. The logic is that if the learner has a socially appropriate way to achieve the same function, he or she will be less likely to use problem behaviors. This study examined the role of response efficiency in functional equivalence training. Response efficiency was examined in terms of three variables: (a) physical effort, (b) schedule of reinforcement, and (c) the time delay between presentation of the discriminative stimulus and reinforcer delivery. Each of the three experiments involved a person who performed a set of problem behaviors and a functional assessment of the problem behaviors. A socially appropriate alternative response was taught, but this new response was less efficient than the problem behavior on one of the efficiency variables (effort, schedule, delay in time). The new behaviors did not compete successfully with the problem behaviors until a new, more efficient, alternative behavior was taught. These results are discussed in terms of our understanding of response covariation and the need in applied contexts to include response efficiency in any functional analysis assessment.

Hypothesis‐based Interventions for Tantrum Behaviors of Persons With Developmental Disabilities in School Settings

“…Presumably, out of seat had been serving the same function as tantrums during the baseline for tantrums, but it may have produced reinforcement less efficiently, in smaller magnitude, or of a lesser form (Horner & Day, 1991). When intervention began for tantrums but not for out of seat, the latter increased considerably (from 4% to 17% of the day).…”

A Review and Treatment Selection Model for Individuals with Developmental Disabilities Who Engage in Inappropriate Sexual Behavior

“…In a NCR intervention, an individual is provided access to reinforcement independent of the performance of a target challenging behavior (Cooper et al 2007). For maximal benefit, the reinforcer should be functionally equivalent to the consequence maintaining the challenging behavior (Cooper et al 2007;Horner and Day 1991). Such reinforcement provided freely during NCR procedures may act as an abolishing operation, temporarily decreasing the value of the reinforcer associated with the challenging behavior and thus temporarily reducing/eliminating the motivation to engage in the challenging behavior (e.g., Vollmer and Iwata 1991).…”

Establishing Operations: Implications for the Assessment, Treatment, and Prevention of Problem Behavior

“…A focus on communication responses is unnecessary from an EO perspective. If FCT is conceptualized as modifying the response evoked by the EO, then a more general notion of the development of functionally equivalent responses including, for example, environmental control skills, appears tenable (Carr, 1988;Horner & Day, 1991;Steege, Wacker, Berg, Cigrand, & Cooper, 1989).…”

“…In individual treatment, the simple development of functionally equivalent alternatives to problem behavior reinforced by others may not be sufficient when existing reinforcement contingencies for problem behavior remain in place (Horner & Day, 1991;Shirley, Iwata, Kahng, Mazaleski, & Lerman, 1997). Reduction in problem behavior requires that staff or caregivers are at least as responsive (i.e., provide equivalently immediate, frequent, and high-quality reinforcement; Fisher & Mazur, 1997) for the alternative as for the problem behavior.…”