Claudia L. Dozier

Treatment of automatically reinforced object mouthing with noncontingent reinforcement and response blocking: experimental analysis and social validation ☆

A brief functional analysis indicated the object mouthing of a young girl diagnosed with autism was maintained independent of social consequences. Separate and combined effects of response blocking and noncontingent reinforcement (with preferred stimuli) were then evaluated as treatments for object mouthing. Although both interventions were unsuccessful when implemented separately, combining them resulted in generalized reductions that were socially valid.

Treatment of Multiply Controlled Problem Behavior With Procedural Variations of Differential Reinforcement

We describe the assessment and treatment of 2 children with autism spectrum disorder whose problem behaviors (self-injury, aggression, and disruption) were multiply controlled. Results of functional analyses indicated that the childrens problem behaviors were maintained by both positive reinforcement (attention) and negative reinforcement (escape from task demands). Subsequently, procedural variations of differential reinforcement and extinction were implemented in different contexts (attention and demand) and were effective in reducing problem behavior, increasing appropriate communication, and increasing compliance.

Using Real-Time Recording to Enhance the Analysis of Within-Session Functional Analysis Data

Functional analysis methods have become standard practice for determining the maintaining variables of problem behavior. The analysis of within-session response patterns has been proposed as a useful adjunct to the functional analysis. Many within-session analyses have been conducted on data obtained from interval scoring methods. However, interval methods only provide an estimate of within-session data. The authors briefly describe a real-time recording method and provide a rationale for its use. The authors then provide descriptions of several research studies from their lab in which real-time data were crucial in determining behavioral function from experimental analyses.

Functional Analysis of Erratic Body Movement Maintained by Visual Stimulation Incorporating Conjugate Reinforcement Into a Paired-Stimulus Preference Assessment

A concurrent-operantsdesign was used to analyze the repetitive behavior of observing reflective surfaces while simultaneously engaging in erratic gross-motor body movements (EBMs) exhibited by a young boy diagnosed with autism. The assessment involved an evaluation of preference for controlled (i. e., the participant controlled the visual activity on a TV screen) versus uncontrolled (i. e., the participant viewed a previously recorded tape from the controlled condition) TV footage of his EBMs. The analysis indicated that both observing and EBMs were maintained by the direct correspondence between the body movements and the visual stimulation they produced when controlled by the participant. Thus, the EBMs appeared to be maintained on a conjugate schedule of reinforcement.

Using Additional Analyses to Clarify the Functions of Problem Behavior: An Analysis of Two Cases

Functional analyses (FA) have proven useful for identifying contingencies that influence problem behavior. Research has shown that some problem behavior may only occur in specific contexts or be influenced by multiple or idiosyncratic variables. When these contexts or sources of influence are not assessed in an FA, further assessment may be necessary to identify the variables that influence behavior. In the current study, initial FA results suggested a specific source(s) of reinforcement for the problem behavior of two preschool children. Function-based treatments were implemented to increase appropriate behavior and decrease problem behavior; however, treatment did not result in clinically significant reductions of problem behavior in all cases. Additional within-session analyses and experimental analyses were used to clarify the functions of problem behavior, and modified function-based treatments were used to decrease problem behavior and increase appropriate behavior. These effective treatments were taught to the classroom teachers to implement throughout the day.