Thinning Schedules of Reinforcement Following Functional Communication Training for Children with Intellectual and Developmental Disabilities: A Meta-analytic Review

Muharib, Reem; Alrasheed, Fahad; Ninci, Jennifer; Walker, Virginia L.; Voggt, Ashley

doi:10.1007/s10803-019-04191-x

Cited by 12 publications

(22 citation statements)

References 74 publications

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“…Without thinning of the reinforcement schedule, FCT interventions typically result in a high rate of the communicative response in natural settings where continuous delivery of the reinforcer is often not possible (Tiger et al, 2008). This study addressed limitations found by Muharib et al (2019) by including measures of procedural fidelity for the thinning procedures.…”

Section: Discussionmentioning

confidence: 99%

“…Two ways to thin reinforcement schedules following FCT are (a) providing delays to reinforcement and (b) using chained schedules of reinforcement (Muharib et al, 2019). A delay to reinforcement is used following a request for reinforcement and teaches a child to tolerate a delay before the reinforcer is delivered.…”

Section: Thinning Of Reinforcement Schedulesmentioning

confidence: 99%

“…A delay to reinforcement is used following a request for reinforcement and teaches a child to tolerate a delay before the reinforcer is delivered. A chained schedule of reinforcement involves teaching a child to complete steps of a task before they receive the reinforcer (Muharib et al, 2019).…”

Section: Thinning Of Reinforcement Schedulesmentioning

confidence: 99%

“…Muharib et al (2019) conducted a meta-analysis of thinning reinforcement schedules following FCT for young children (ages 2–8 years) with intellectual or developmental disabilities. Based on this review, several gaps in the research need further exploration.…”

Section: Gaps In the Researchmentioning

confidence: 99%

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Schedule Thinning During Functional Communication Training in the Home for Young Children With Autism

Prykanowski

Conroy

Reichow

2021

Journal of Positive Behavior Interventions

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Functional communication training (FCT) is a common function-based intervention for young children with or at risk for autism spectrum disorder (ASD) to teach an alternative communicative response to replace problem behavior. While FCT is effective in decreasing problem behavior, often the communicative behavior that is taught occurs at a higher rate than a caregiver can reinforce. For this study, we first examined the effectiveness of an FCT intervention to decrease problem behavior and increase appropriate communication. The intervention was based on a trial-based functional analysis (TBFA) conducted in the home. Next, we applied two approaches for thinning the schedule of reinforcement (i.e., delay to reinforcement and chained schedules) following the FCT. For all three young children (aged 3–5 years) with or at risk for ASD, at least one function of behavior was identified for each participant using TBFA and the subsequent FCT intervention led to a decrease in problem behavior and increase in functional communication. The procedure for thinning the schedule was selected based on the function of the behavior and results showed that both were successful in maintaining low levels of problem behavior following FCT. Implications for research and practice are discussed and suggestions for future research studies are presented.

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Section: Discussionmentioning

confidence: 99%

Section: Thinning Of Reinforcement Schedulesmentioning

confidence: 99%

Section: Thinning Of Reinforcement Schedulesmentioning

confidence: 99%

Section: Gaps In the Researchmentioning

confidence: 99%

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Schedule Thinning During Functional Communication Training in the Home for Young Children With Autism

Prykanowski

Conroy

Reichow

2021

Journal of Positive Behavior Interventions

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“…Researchers have long regarded the disproportionately high suicide rate of autistic people to be an inherent, innate, natural consequence of being autistic (as in Kamio, Inada, & Koyama, 2013). Relatedly, meta-analyses that investigate the outcomes of therapeutic and technological intervention classify "positive outcomes" almost exclusively as a reduction in "aberrant" behavior (as in Eikeseth, Smith, Jahr, & Eldevik, 2007) or challenging behavior (as in Muharib, Alrasheed, Ninci, Walker, & Voggt, 2019), without exploring the emotional wellness of former research participants. Reduction in "aberrant" or challenging behaviors does not necessitate the reduction of emotional or sensory distress that may have motivated those behaviors.…”

Section: Metaeugenics and The Wearable Governance Of Normative Childhoodmentioning

confidence: 99%

Metaeugenics and Metaresistance: From Manufacturing the ‘Includeable Body’ to Walking Away from the Broom Closet

Williams¹

2019

Can J Child Rights

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The governance of rights is a complex project of exercising ethical discretion in a systemically unethical society. This paper troubles the efficacy of rights as governable by exposing tensions within and between the Convention on the Rights of the Child (CRC) and the Convention on the Rights of Persons with Disabilities (CRPD). Grounded in a critical disability studies perspective, I question the possibility of respecting disability as a natural part of human diversity while simultaneously proposing that disabled children have a right to intervention. Who governs the definition of “health”, of “development”, of “access”, or of “best interests”? I interrogate the function of rights-based discourses in a global culture that has yet to fully abandon the project of eugenics. I present disturbing relations between researcher and subject in case studies of wearable technologies for autism intervention as a challenging site of analysis for the ethics of these interventions. I call us to question who truly benefits when we engage in the production of ‘includable bodies’ rather than the deconstruction of exclusionary environments.

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Functional communication training and delay to reinforcement for the treatment of elopement in a boy with Dravet syndrome

Vascelli

Iacomini²,

Berardo³

2021

Behavioral Interventions

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This study used a functional communication training procedure with delay to reinforcement to increase communication and decrease elopement of a 14-year-old boy with Dravet syndrome. The initial functional analysis showed that elopement was maintained by access to tangibles and avoidance of requests. The experimental design used was multiple probes across settings experimental design. The results indicated that the communication level increased, and elopement decreased during sessions conducted in the rehabilitation center and the home environment. Implications for practice are discussed. K E Y W O R D S communication, delay to reinforcement, Dravet syndrome, elopement, FCT 1 | INTRODUCTION Dravet syndrome (DS) is a rare form of infantile-onset epilepsy characterized by frequent, prolonged seizures accompanied by psychomotor and neurological impairments (Dravet, 2011). It affects between 1/20,000 and 1/40,000 of persons. Children with DS begin to show a psychomotor decline in the second year of life, which then arrests around 6 years resulting in a moderate or severe intellectual disability (Ceulemans, 2011). Most patients develop language planning difficulties, dysarthria, and expressive language deficits that cause significant communication difficulties. When growing up, adolescents with DS may have difficulties walking and need equipment to support mobility (Knupp et al., 2017). The syndrome also dramatically affects children's behavior (Sinoo et al., 2019), who nearly inevitably develop behavior problems. The most frequent behavior problems in children with DS are attention deficits, hyperactivity (Ragona et al., 2010), and autistic-like characteristics. Children are reported to be noncompliant with adult requests; they are restless and do not seem to be interested and participate in activities typical of their peers (Sinoo et al., 2019). Other behavior problems include opposition, irritability, and

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Thinning Schedules of Reinforcement Following Functional Communication Training for Children with Intellectual and Developmental Disabilities: A Meta-analytic Review

Cited by 12 publications

References 74 publications

Schedule Thinning During Functional Communication Training in the Home for Young Children With Autism

Schedule Thinning During Functional Communication Training in the Home for Young Children With Autism

Metaeugenics and Metaresistance: From Manufacturing the ‘Includeable Body’ to Walking Away from the Broom Closet

Functional communication training and delay to reinforcement for the treatment of elopement in a boy with Dravet syndrome

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