Elizabeth Dayton

Teacher-Conducted Trial-Based Functional Analyses as the Basis for Intervention.

Previous studies have focused on whether a trial-based functional analysis (FA) yields the same outcomes as more traditional FAs, and whether interventions based on trial-based FAs can reduce socially maintained problem behavior. We included a full range of behavior functions and taught 3 teachers to conduct a trial-based FA with 3 boys with developmental and intellectual disabilities who engaged in problem behavior. Based on the results of the trial-based FAs, we developed and conducted 5 function-based interventions, using differential reinforcement of an alternative behavior and extinction in all but 1 case. In the remaining case, we used noncontingent reinforcement. All interventions led to reductions in problem behavior and increases in alternative behavior.

Serial alternative response training as intervention for target response resurgence.

Failure to reinforce appropriate behavior could result in resurgence of previously extinguished problem behavior and degradation of previously effective treatments such as differential reinforcement of alternative behavior (DRA). We analyzed arbitrary responses (i.e., switch flipping) exhibited by 3 adults with developmental disabilities to compare the effect of a traditional DRA intervention against the effect of a serial DRA intervention on the magnitude of target response resurgence using a 2-component multiple schedule. The target response served as an analogue to problem behavior, and alternative responses served as analogues to socially appropriate alternative responses. In all cases, the percentage of total responding allocated toward target response resurgence was less in the serial DRA component than in the traditional DRA component. Furthermore, we observed both reversion and recency for 2 of 3 subjects. Our data provide preliminary evidence suggesting that serial DRA may produce more durable and desirable outcomes than traditional DRA.

PRELIMINARY INVESTIGATION OF A VIDEO-BASED STIMULUS PREFERENCE ASSESSMENT

Video clips may be an effective format for presenting complex stimuli in preference assessments. In this preliminary study, we evaluated the correspondence between preference hierarchies generated from preference assessments that included either toys or videos of the toys. The top-ranked item corresponded in both assessments for 5 of the 6 participants, and the top- and bottom-ranked items corresponded for 4 participants. The implications of these results for future research on video preference assessments are discussed.

Training Teachers to Conduct Trial-Based Functional Analyses

The trial-based functional analysis (FA) is a promising approach to identification of behavioral function and is especially suited for use in educational settings. Not all studies on trial-based FA have included teachers as therapists, and those studies that have, included minimal information on teacher training. The purpose of this study was to determine whether teachers trained via an in-service training would be able to conduct trial-based FAs with high procedural integrity. We trained four teachers to conduct trial-based FAs using a combination of didactic teaching and practice with feedback. All four teachers improved performance following training. Performance remained above baseline levels during an in situ maintenance condition, but for three of four teachers, additional feedback was required to recapture performance observed immediately following training.

Using a Modified Pyramidal Training Model to Teach Special Education Teachers to Conduct Trial-Based Functional Analyses

Functional behavioral assessments are commonly used in school settings to assess and develop interventions for problem behavior. The trial-based functional analysis is an approach that teachers can use in their classrooms to identify the function of problem behavior. The current study evaluates the effectiveness of a modified pyramidal training procedure in which special education program coordinators were taught to conduct trial-based functional analyses and then provided support to special education teachers who were taught to conduct trial-based functional analyses and to calculate, graph, and analyze data. After training, the teachers conducted the trial-based functional analysis with over 85% accuracy and demonstrated criterion performance analyzing and graphing data. Accuracy was maintained during in-situ generalization probes conducted with two of the teachers.

EVALUATION OF SOME COMPONENTS OF CHOICE MAKING

Providing access to choice-making opportunities is a useful addition to behavioral interventions, although the critical features of choice making may differ greatly across individuals. In this study, results of an initial 3-choice concurrent-operants preference assessment with 4 subjects with autism spectrum disorder suggested that 2 subjects preferred the choice-making condition and participated in subsequent assessments to examine the potential influences of reinforcer variability and differential access to high-preference reinforcers on their preferences for choice making. Two other subjects did not prefer the choice-making condition and participated in subsequent assessments to explore conditions under which they might prefer choice-making opportunities. Results suggested that a wide range of variables influenced preference for choice-making conditions.

Concurrent Schedules of Reinforcement as "Challenges" to Maintenance

One measure of success for interventions treating problem behavior is the effects achieved in the face of a challenge (e.g., changes in reinforcement schedules, lapses in treatment integrity); one hopes to demonstrate persistence of appropriate alternatives and the absence of resurgence of target behaviors. The present study successfully treated escape-maintained problem behavior in two participants by arranging concurrent reinforcement schedules, which varied in quality, for the purpose of shifting response allocation away from problem behavior in favor of allocation to mands (requests) and work completion. Resurgence probes were presented at various times during treatment in which all concurrently available responses received the same quality of reinforcement. Resurgence was tested under both 2-Choice (problem behavior and work) and 3-Choice (problem behavior, work, and mands) Resurgence Probes. Patterns of responding during resurgence probes were idiosyncratic. One participant demonstrated resurgence of problem behavior in the 2-Choice Resurgence Probes, but persistence of break mand choice initially during the 3-Choice Resurgence Probes, until persistence of work was demonstrated in the final probe session. The other participant demonstrated persistence of the break mand throughout all 3-Choice Resurgence Probes, and demonstrated resurgence of problem behavior in the 2-Choice Resurgence Probes.