Instruction in Functional Assessment, 2014a

More documents

Recommendations

Info

Instruction in Functional Assessment Chapter 3 Table 10 Summary of NCR Procedure 1. Identify the reinforcers currently maintaining the individual’s challenging behavior (e.g., positive reinforcement, negative reinforcement) by conducting a functional assessment 2. Schedule a frequent delivery of reinforcer according to time alone or independent of behavior 3. Include an extinction component for when the problem behavior occurs 4. Initially use a rich schedule of reinforcement and adjust it to lean as the challenging behavior decreases Changing Antecedent Stimuli in the Natural Environment A quick method of preventing the individual’s challenging behavior is to manipulate antecedent stimuli that control behavior (i.e., prompts). Antecedent stimuli include events, objects, or people that are present before the individual’s challenging behavior occurs. Stimuli in the environment that consistently precede the behavior can either be eliminated or changed to affect the likelihood of the behavior (Martin & Pear, 2011). For example, if the individual typically resists doing chores or is noncompliant then providing a choice of a variety of different chores for that person to choose from may be an effective solution (Call, Wacker, Ringdahl, Cooper-Brown, & Boelter, 2004). If the individual is escaping from difficult work or material because the reading level is too difficult (i.e., negative reinforcement), then provide more assistance or better instruction, or make the work easier (Sanford & Horner, 2013). Also for escape-maintained behavior, the demands or requests could be delivered less frequently (e.g., presenting demands once an hour instead of 20 times) and then, as the levels of the challenging behaviors remain low, gradually returned to typical levels (Lalli, Casey, & Kates, 1995). There is research to support the effectiveness of this procedure for decreasing the number of requests, known as DEMAND FADING, for escapemaintained challenging behaviors (see Pace, Iwata, Cowdery, Adree, & McIntyre, 1993; Penrod, Gardella, & Fernand, 2012). Another strategy is to add stimuli into the situation in which the challenging behavior occurs to prompt or cue the individual’s desirable behaviors. For example, the likelihood of the desired behavior occurring may be increased by presenting preferred curricular activities (Foster-Johnson, Ferro, & Dunlap, 1994), background music (Desrochers, Oshlag, & Kennelly, 2014), activity choices (Rispoli et al., 2013), or models demonstrating desired behavior (Stokes & Kennedy, 1980). Another method to change the antecedent stimuli involves an overall improvement of the quality of the individual’s environment, known as ENVIRONMENTAL ENRICHMENT (EE). EE entails increasing individuals’ access to preferred activities, people, or objects and providing a variety of choices available in their everyday environment. One of the earliest demonstrations of how EE can decrease problem behavior was conducted by Horner (1980). More recently, in a controlled randomized experiment, it has been shown that increasing sensorimotor experiences can have a beneficial effect on children with autism 36
Instruction in Functional Assessment Chapter 3 (Woo & Leon, 2013). Moreover, Ringdahl, Vollmer, Marcus, and Roane (1997) showed how three children with developmental disabilities chose an enriched environment over the opportunity to engage in self-injurious behavior when able to do either. Table 11 below illustrates how antecedent-based treatments can be geared to the function of the individual’s challenging behavior. Table 11 Examples of basing antecedent treatments on the function of the individual’s challenging behavior Challenging Behavior Screaming Hitting another child Spinning and rocking Pushing work away Function Of The Challenging Behavior Gets attention: “No, don’t scream” (Attention Positive Reinforcement) Gets toy (Tangible Positive Reinforcement) Sensory consequences (Automatic Reinforcement) Gets out of work (Negative Reinforcement) Preventative Efforts Or Antecedent-Based Treatments Provide frequent attention before the challenging behavior occurs Provide free access to many toys Provide access to a swing Provide choices, give assistance, or provide work for less time B. Actively increasing or teaching functionally equivalent replacement and other desirable behaviors A main component of any treatment plan involves reinforcing a desirable behavior that serves the same purpose as the challenging behavior, called FUNCTIONALLY EQUIVALENT RE- PLACEMENT BEHAVIOR. For instance, an individual’s vocal stereotypy that is maintained by sound may be decreased by encouraging play with auditory toys, a functionally equivalent replacement behavior (Rapp, 2007). An important consideration when selecting the functionally equivalent behavior is to ensure that the individual’s social community will support it or the individual is able to recruit reinforcement from others in his or her natural environment. FUNCTIONAL COMMUNICATION TRAINING (FCT) is an empirically validated treatment approach (Kurtz, Boelter, Jarmolowicz, Chin, & Hagopian, 2011) that involves teaching the individual to ask for stimuli, events, or people that serve the same function as the problem behavior (Carr & Durand, 1985; Falcomata, Wacker, Ringdahl, Vinquist, & Dutt, 2013). Teaching the individual to request the item that typically was delivered followed his or her challenging behavior in the past can be an effective strategy to decrease that behavior (Kurtz et al.; O’Reilly et al., 2012). The form of the verbal behavior should be tailored to the individual and easy to perform, with possibilities including vocal, sign, picture-card, 37
Page 1 and 2: The Missing Link: An Introduction t
Page 3 and 4: ©2014 Marcie Desrochers & Moira Fa
Page 5 and 6: Reviewer’s Notes Instruction in F
Page 7 and 8: Table of Contents Preface Chapter 1
Page 9 and 10: college students and pre-profession
Page 11 and 12: Chapter 1 Challenging Behaviors of
Page 13 and 14: Instruction in Functional Assessmen
Page 27 and 28: Chapter 2 The Methodology of Functi
Page 45: Instruction in Functional Assessmen
Page 79 and 80: Chapter 5 Teaching Functional Analy
Page 89 and 90: Chapter 6 Functional Analysis Case
Page 97 and 98:
Instruction in Functional Assessmen
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Chapter 7 Resources Focus Questions
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
show all

Instruction in Functional Assessment, 2014a

Create successful ePaper yourself

Delete template?

Save as template?