Instruction in Functional Assessment, 2014a
Instruction in Functional Assessment, 2014a
Instruction in Functional Assessment, 2014a
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<strong>Instruction</strong> <strong>in</strong> <strong>Functional</strong> <strong>Assessment</strong> Chapter 3<br />
Table 17<br />
Steps to <strong>in</strong>crease the effectiveness of an ext<strong>in</strong>ction procedure<br />
1. Assess the function of the problem behavior and do not provide that re<strong>in</strong>forcer<br />
follow<strong>in</strong>g the problem behavior.<br />
2. Comb<strong>in</strong>e ext<strong>in</strong>ction with a differential re<strong>in</strong>forcement procedure and use the<br />
re<strong>in</strong>forcer that was ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g the problem behavior to <strong>in</strong>crease a desirable<br />
behavior.<br />
3. Inform others <strong>in</strong>volved <strong>in</strong> the program about the possibility of ext<strong>in</strong>ction burst<br />
and how not to provide a re<strong>in</strong>forcer follow<strong>in</strong>g the behavior.<br />
Table 18 summarizes <strong>in</strong> example format the three ma<strong>in</strong> treatment approaches used for<br />
each ma<strong>in</strong> environmental reason for challeng<strong>in</strong>g behavior.<br />
Table 18<br />
Summary of treatment strategies based on function of behavior<br />
Tangible<br />
Positive<br />
Re<strong>in</strong>forcement<br />
Attention<br />
Positive<br />
Re<strong>in</strong>forcement<br />
Automatic<br />
Positive<br />
Re<strong>in</strong>forcement<br />
Negative Social<br />
Re<strong>in</strong>forcement<br />
Automatic<br />
Negative<br />
Re<strong>in</strong>forcement<br />
Example<br />
of Problem<br />
Behavior<br />
Grabb<strong>in</strong>g<br />
other’s food at<br />
mealtimes<br />
Runn<strong>in</strong>g away<br />
at school such<br />
that teachers try<br />
to catch<br />
Thumb suck<strong>in</strong>g<br />
Spitt<strong>in</strong>g at<br />
others when<br />
they come too<br />
close<br />
Too much<br />
noise<br />
Re<strong>in</strong>forcement<br />
for Desired<br />
Behavior<br />
Use tangible<br />
re<strong>in</strong>forcers e.g.,<br />
preferred food<br />
Use attention<br />
re<strong>in</strong>forcers e.g.,<br />
praise<br />
Use sensory<br />
re<strong>in</strong>forcers e.g.,<br />
soft fur to touch<br />
Use escape<br />
re<strong>in</strong>forcer<br />
Use escape<br />
re<strong>in</strong>forcer<br />
<strong>Functional</strong><br />
Replacement<br />
Behavior<br />
“Give me ___”<br />
or sign<strong>in</strong>g more<br />
“Look at me!” or<br />
wav<strong>in</strong>g hello<br />
“I like touch<strong>in</strong>g<br />
this” or thumbs<br />
up<br />
“Go away” or<br />
shak<strong>in</strong>g head<br />
“Please take<br />
it away” or<br />
mak<strong>in</strong>g a<br />
push<strong>in</strong>g<br />
motion<br />
Prevention<br />
Enriched env,<br />
NCR<br />
Enriched env.,<br />
NCR, rules<br />
Increase<br />
stimulation/<br />
NCR, Enriched<br />
env<br />
Task choice,<br />
high prob. task,<br />
demand fad<strong>in</strong>g<br />
Reduce<br />
aversiveness<br />
<strong>Instruction</strong><br />
Teach desirable<br />
behavior,<br />
differential<br />
re<strong>in</strong>forcement,<br />
functional<br />
communication<br />
tra<strong>in</strong><strong>in</strong>g<br />
Teach desirable<br />
behavior,<br />
differential<br />
re<strong>in</strong>forcement,<br />
functional<br />
communication<br />
tra<strong>in</strong><strong>in</strong>g<br />
Teach desirable<br />
behavior,<br />
differential<br />
re<strong>in</strong>forcement,<br />
functional<br />
communication<br />
tra<strong>in</strong><strong>in</strong>g<br />
Teach desirable<br />
behavior,<br />
differential<br />
re<strong>in</strong>forcement,<br />
functional<br />
communication<br />
tra<strong>in</strong><strong>in</strong>g<br />
Teach desirable<br />
behavior,<br />
differential<br />
re<strong>in</strong>forcement,<br />
functional<br />
communication<br />
tra<strong>in</strong><strong>in</strong>g<br />
Reactive<br />
Tangible<br />
ext<strong>in</strong>ction<br />
Attention<br />
ext<strong>in</strong>ction<br />
Automatic<br />
ext<strong>in</strong>ction,<br />
response<br />
block<strong>in</strong>g<br />
Escape<br />
ext<strong>in</strong>ction<br />
Escape<br />
ext<strong>in</strong>ction,<br />
response<br />
block<strong>in</strong>g<br />
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