Jason C. Bourret

A Procedure for Identifying Precursors to Problem Behavior.

We describe a procedure for differentiating among potential precursor responses for use in a functional analysis. Conditional probability analysis of descriptive assessment data identified three potential precursors. Results from the indirect assessment corresponded with those obtained from the descriptive assessment. The top-ranked response identified as a precursor according to the indirect assessment had the strongest relation according to the probability analysis. When contingencies were arranged for the precursor in a functional analysis, the same function was identified as for target behavior, supporting the utility of indirect and descriptive methods to identify precursor behavior empirically.

Concurrent reinforcement schedules for problem behavior and appropriate behavior: experimental applications of the matching law.

This study evaluated how children who exhibited functionally equivalent problem and appropriate behavior allocate responding to experimentally arranged reinforcer rates. Relative reinforcer rates were arranged on concurrent variable-interval schedules and effects on relative response rates were interpreted using the generalized matching equation. Results showed that relative rates of responding approximated relative rates of reinforcement. Finally, interventions for problem behavior were evaluated and differential reinforcement of alternative behavior and extinction procedures were implemented to increase appropriate behavior and decrease problem behavior. Practical considerations for the application of the generalized matching equation specific to severe problem behavior are discussed, including difficulties associated with defining a reinforced response, and obtaining steady state responding in clinical settings.

ANALYSES OF RESPONSE-STIMULUS SEQUENCES IN DESCRIPTIVE OBSERVATIONS

Descriptive observations were conducted to record problem behavior displayed by participants and to record antecedents and consequences delivered by caregivers. Next, functional analyses were conducted to identify reinforcers for problem behavior. Then, using data from the descriptive observations, lag-sequential analyses were conducted to examine changes in the probability of environmental events across time in relation to occurrences of problem behavior. The results of the lag-sequential analyses were interpreted in light of the results of functional analyses. Results suggested that events identified as reinforcers in a functional analysis followed behavior in idiosyncratic ways: after a range of delays and frequencies. Thus, it is possible that naturally occurring reinforcement contingencies are arranged in ways different from those typically evaluated in applied research. Further, these complex response-stimulus relations can be represented by lag-sequential analyses. However, limitations to the lag-sequential analysis are evident.

An Evaluation of Response Prompts for Teaching Behavior Chains.

Individuals who have been diagnosed with autism spectrum disorders can have difficulty acquiring new skills, and teaching procedures found to be efficient with 1 individual may not be efficient with others. However, relatively little research has evaluated methods to identify efficient, individualized response-prompt and prompt-fading procedures. We evaluated an assessment of multiple response prompts and prompt-fading procedures with 10 individuals with an autism spectrum disorder. The prompt types assessed were verbal and gestural, model, and physical. Prompt-fading procedures assessed were least to most, most to least, and a progressive delay. Each assessment was conducted at least twice, and the findings of both prompt-type and prompt-fading assessments were generally reliable. A final validity test showed the assessment outcomes to have generality that may extend to other clinically significant responses.

Online interactive tutorials for creating graphs with excel 2007 or 2010.

Graphic display of clinical data is a useful tool for the behavior-analytic clinician. However, graphs can sometimes be difficult to create. We describe how to access and use an online interactive tutorial that teaches the user to create a variety of graphs often used by behavior analysts. Three tutorials are provided that cover the basics of Microsoft Excel 2007 or 2010, creating graphs for clinical purposes, and creating graphs for research purposes. The uses for this interactive tutorial and other similar programs are discussed.

Effects of data sampling on graphical depictions of learning

Continuous and discontinuous data-collection methods were compared in the context of discrete-trial programming. Archival data sets were analyzed using trial sampling (1st 5 trials, 1st 3 trials, and 1st trial only) and session sampling (every other session, every 3rd session, and every 5th session). Results showed that trial sampling systematically underestimated the number of sessions and days to mastery and overestimated the number of sessions and days to the 1st independent response. Session sampling systematically overestimated both sessions and days to mastery and sessions and days to the 1st independent response. A time-savings analysis was included to evaluate empirically how much time would be saved by using each sampling method. Results suggested that data sampling would produce relatively minimal time savings.