Anjali Barretto

Treatment effectiveness, stimulus generalization, and acceptability to parents of functional communication training

We trained parents to conduct functional analyses (n = 25) and functional communication training (n = 23) in home settings over a four‐year period with 25 young children who had developmental and behavioural disorders. For 12 of the children, pre‐treatment (baseline) probes and post‐treatment stimulus condition probes were conducted to assess stimulus generalization of treatment across persons, settings, and tasks. Single‐case analyses were conducted to evaluate each child’s responding during assessment and treatment. The results were averaged across children to provide an overall summary of the project. Social functions (positive and/or negative reinforcement) were identified via functional analyses for 21 of 25 children (84%). Treatment resulted in pre/post decreases in destructive behaviours averaging 85% across children, with only one child showing no decrease in destructive behaviours. Similar results occurred for total problem behaviour. Mean pre/post decreases occurred across all stimulus conditions (8.38% to .69% for persons, 9.02% to 2.11% for settings, and 10% to 3.47% for tasks). Substantial reductions in training time also occurred for five children who received training on a second task. The procedures were rated as very acceptable by most parents. These results replicate previous findings that functional analysis plus functional communication training is an effective and acceptable procedure. The results extend previous findings by showing substantial stimulus generalization with respect to reductions in total problem behaviour.

A Descriptive Evaluation of Long-Term Treatment Integrity.

The validity of selecting treatment contingencies on the basis of the results obtained through functional analysis is well documented. However, a number of second-generation questions have emerged: For example, what are the parameters required to achieve desired treatment outcomes? More specifically, what is the degree of treatment integrity needed for the successful reduction of problem behavior? This study had two purposes: to describe the relationship between treatment integrity levels and treatment effectiveness and to highlight the importance of reporting the treatment integrity in outcome-based research. The results indicate that a high level of treatment integrity is required for treatment success. Furthermore, the authors found that very low levels of integrity may be required for behavioral reduction procedures (i.e., extinction) if high levels of reinforcement are provided.

Evaluation of relations between specific antecedent stimuli and self-injury during functional analysis conditions.

We evaluated the influence of child location on the occurrence of self-injurious behavior (SIB) during functional analyses conducted in home settings. An initial functional analysis conducted with 2 children who had developmental disabilities showed undifferentiated patterns of SIB. Analyses of behavior during free play suggested that the childs location was an active variable for self-injury. Both children showed a decrease in self-injury when they were placed next to their parent versus being placed in a wheelchair or on the floor. A second functional analysis was conducted with child and parent on a couch. Results showed low percentages of self-injury during free play, but high percentages during other test conditions. Functional communication training programs for each child resulted in decreases in self-injury.

Behavior Intervention Planning and Implementation of Positive Behavioral Support Plans An Examination of States' Adherence to Standards for Practice

To address the behavioral needs of students with disabilities in school settings, the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA) requires the development and implementation of a behavior intervention plan/positive behavioral support plan (BIP/PBSP) based on positive behavioral interventions and supports (PBIS). Despite the BIP/ PBSP mandate, there are no federal guidelines in place to direct school personnel. Many states have assumed responsibility for establishing policies governing BIPs/PBSPs. This investigation examined the resources acquired or developed and disseminated by state education agencies (SEAs) in all 50 states and compared the information available in these resources with standard practice for BIP/PBSP development and PBIS practice.

An Evaluation of Choice Responding during Assessment and Treatment of Problem Behavior

We used choice-making procedures during assessment and treatment with 2 preschool-aged children diagnosed with developmental disabilities who engaged in severe problem behavior in their homes. A functional analysis identified that the children’s problem behavior was maintained by both positive and negative reinforcement. A choice assessment was conducted to evaluate each child’s relative preference for positive reinforcement (attention, tangibles) or negative reinforcement within four choice conditions. Treatment for the children consisted of functional communication training (FCT) with and without an antecedent choice-making component (FCT + choice). Treatment results indicated that both children showed comparable reductions in problem behavior and increased compliance to parent instructions across treatment conditions. A component analysis of positive reinforcers was conducted to identify active treatment variables. Overall, the results of assessment showed that the choice procedures were useful for evaluating the relative influence of positive and negative reinforcement for children whose problem behavior was maintained by multiple sources of social reinforcement.