Instruction in Functional Assessment, 2014a

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Instruction in Functional Assessment Chapter 3 Table 17 Steps to increase the effectiveness of an extinction procedure 1. Assess the function of the problem behavior and do not provide that reinforcer following the problem behavior. 2. Combine extinction with a differential reinforcement procedure and use the reinforcer that was maintaining the problem behavior to increase a desirable behavior. 3. Inform others involved in the program about the possibility of extinction burst and how not to provide a reinforcer following the behavior. Table 18 summarizes in example format the three main treatment approaches used for each main environmental reason for challenging behavior. Table 18 Summary of treatment strategies based on function of behavior Tangible Positive Reinforcement Attention Positive Reinforcement Automatic Positive Reinforcement Negative Social Reinforcement Automatic Negative Reinforcement Example of Problem Behavior Grabbing other’s food at mealtimes Running away at school such that teachers try to catch Thumb sucking Spitting at others when they come too close Too much noise Reinforcement for Desired Behavior Use tangible reinforcers e.g., preferred food Use attention reinforcers e.g., praise Use sensory reinforcers e.g., soft fur to touch Use escape reinforcer Use escape reinforcer Functional Replacement Behavior “Give me ___” or signing more “Look at me!” or waving hello “I like touching this” or thumbs up “Go away” or shaking head “Please take it away” or making a pushing motion Prevention Enriched env, NCR Enriched env., NCR, rules Increase stimulation/ NCR, Enriched env Task choice, high prob. task, demand fading Reduce aversiveness Instruction Teach desirable behavior, differential reinforcement, functional communication training Teach desirable behavior, differential reinforcement, functional communication training Teach desirable behavior, differential reinforcement, functional communication training Teach desirable behavior, differential reinforcement, functional communication training Teach desirable behavior, differential reinforcement, functional communication training Reactive Tangible extinction Attention extinction Automatic extinction, response blocking Escape extinction Escape extinction, response blocking 44
Instruction in Functional Assessment Chapter 3 GENERALIZATION and MAINTENANCE of treatment effects is an essential component to address once: (a) the individual’s desired behavior is occurring at desired levels; (b) the problem has been reduced; and (c) treatment has been removed. There are three important types of generalization or spill-over effects that occur once treatment or training has ended (Martin & Pear, 2011). STIMULUS GENERALIZATION is the extent to which the desired behaviors occur across stimuli, setting, and people. For example, after successfully learning how to ask for help when faced with a difficult task at work, the individual is now able to do likewise when at home. Response generalization is the extent to which behaviors other than the taught behavior occur. For example, after the resident of a group home has been taught to greet visitors with a “Hello” and a handshake (instead of a hug), she also has begun appropriately asking visitors to enter the house and to sit in the living room. Lastly, response maintenance is when the desired behaviors taught occur long after the training has been completed (e.g., weeks, months, or years). Stokes and Baer (1977) wrote their pivotal review of the published research examining generalization and concluded that generalization needs to be planned for during intervention to ensure that it occurs. Although much research on ways to promote generalization of treatment gains has occurred over the years, more remains to be done (Falcomata & Wacker, 2013). A review of methods to promote generalization is beyond the scope of this book. The reader is encouraged to consult other sources such Baer (1981) or Goldstein and Martens (2000) for more information. A comprehensive evaluation of the effectiveness of treatment for a particular client/ student case should include the following: Client/student’s behavior change in the desired direction compared to baseline An increase in reinforcers or enriched experiences for the individual, such as more community experiences and a less restrictive environment for the individual Generalization of desired behaviors and continued reduction of challenging behaviors across time (response maintenance) SOCIAL VALIDITY or the treatment is acceptable to the individual and significant others in terms of goals, procedures, and outcome (Wolf, 1978) Cost-effectiveness or whether the benefits associated with treatment implement outweigh the costs 45
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The Missing Link: An Introduction t
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