An evaluation of the properties of attention as reinforcement for destructive and appropriate behavior.
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The analogue functional analysis described by Iwata, Dorsey, Slifer, Bauman, and Richman (1982/1994) identifies broad classes of variables (e.g., positive reinforcement) that maintain destructive behavior (Fisher, Ninness, Piazza, & Owen-DeSchryver, 1996). However, it is likely that some types of stimuli may be more effective reinforcers than others. In the current investigation, we identified 2 participants whose destructive behavior was maintained by attention. We used concurrent schedules of reinforcement to evaluate how different types of attention affected both destructive and appropriate behavior. We showed that for 1 participant praise was not an effective reinforcer when verbal reprimands were available; however, praise was an effective reinforcer when verbal reprimands were unavailable. For the 2nd participant, we identified a type of attention that effectively competed with verbal reprimands as reinforcement. We then used the information obtained from the assessments to develop effective treatments to reduce destructive behavior and increase an alternative communicative response. (+info)
The use of symmetrical "do" and "don't" requests to interrupt ongoing activities.
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The results of a modified functional analysis demonstrated that aggression, displayed by a 27-year-old man, was occasioned by the use of "don't" requests to interrupt the client's ongoing and often inappropriate activities (e.g., lying on the floor, pica, inappropriate touching of others). Subsequent analyses demonstrated that aggression was lower when ongoing activities were interrupted with symmetrical "do" requests than with "don't" requests. An intervention utilizing symmetrical "do" requests (i.e., prompting an individual to engage in an incompatible behavior) to interrupt such activities resulted in reduced levels of aggression. (+info)
Differential reinforcement of other behavior and noncontingent reinforcement as control procedures during the modification of a preschooler's compliance.
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Differential reinforcement of other behavior (DRO) and noncontingent reinforcement were compared as control procedures during the modification of a 3-yr-old preschooler's compliance. The recorded reinforcer was teacher proximity (within 3 ft (0.9) of the subject for at least 5 sec) which was often accompanied by positive verbal comments that varied in content across experimental conditions. The verabal content during contingent reinforcement might have been: "Thank you for picking up the blocks"; during non-contingent reinforcement: "You're wearing a pretty dress"; and during DRO: "I don't blame you for not picking up because it isn't any fun". Contingent reinforcement increased compliance in all manipulation conditions. Noncontingent reinforcement decreased compliance during two reversal conditions. However, the behavior was variable and did not decrease to the low levels reached during the two DRO reversals. (+info)
Effects of within-stimulus and extra-stimulus prompting on discrimination learning in autistic children.
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Two different prompting procedures to teach visual and auditory discriminations to autistic children were compared. The first involved presenting an added cue as an extra-stimulus prompt. This required the child to respond to both prompt and training stimulus. The second involved the use of a within-stimulus prompt. This consisted of an exaggeration of the relevant component of the training stimulus and thus did not require that the child respond to multiple cues. The results indicated that (1) children usually failed to learn the discriminations without a prompt, (2) children always failed to learn when the extra-stimulus prompt was employed but usually did learn with the within-stimulus prompt, and (3) these findings were independent of which modality (auditory or visual) was required for the discrimination. (+info)
Variable effects of a behavioral treatment package on the performance of inline roller speed skaters.
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We investigated the effects of a treatment package on the performance of correct relay tags with 4 inline speed skaters. The treatment package included verbal praise following correct tags, visual feedback of performance data, and instruction for improving performance. Initial gains in the frequency of correct tags were not maintained at 6-month follow-up when baselines were reestablished. Performance on the second intervention phase for the 3 original subjects was variable and differed from the initial phase, whereas the original findings were replicated in the 4th subject. Possible reasons for this variability and implications for future research and behavioral sport interventions are considered. (+info)
The influence of appraisals in understanding children's experiences with medical procedures.
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OBJECTIVE: To examine the influence of cognitive appraisals on anticipatory anxiety, procedural distress, and postprocedural evaluations in 100 children (ages 8-17) undergoing esophagogastroduodenoscopy (EGD). METHOD: Children's knowledge about the procedure, appraisals of the procedure's aversiveness, coping ability, and state anxiety prior to the procedure were assessed by self-report. Distress during the EGD was assessed by observer ratings. Postprocedural evaluations were assessed by self-report 1 hour after the procedure. RESULTS: Structural equation modeling indicated that children who knew more about the EGD appraised it as less threatening, and, in turn, children who appraised the procedure as less threatening experienced less anxiety. Decreased anxiety was associated with decreased distress, which, in turn, was associated with decreased pain, evaluations of less aversiveness, and less negative attitudes toward future procedures. CONCLUSIONS: This study has implications for how children are prepared for EGDs and supports the utility of an appraisal-based model in understanding children's experiences with medical procedures. (+info)
Use of the high-probability instructional sequence and escape extinction in a child with food refusal.
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We used the high-probability (high-p) instructional sequence with and without escape extinction in the treatment of food refusal. Acceptance increased and refusal decreased only with the introduction of escape extinction. These results raise important questions about the high-p sequence in the treatment of food refusal. (+info)
Increasing safety-belt use in Spanish drivers: a field test of personal prompts.
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A variation of the ABAB experimental design was used to assess the impact of a verbal prompt on safety-belt use for those traveling by urban roads and highways in Spain. The personal prompt resulted in an increase (29.6%) in safety-belt use among drivers traveling on urban roads. This research shows that the impact of personal prompts can be generalized to cultures outside the United States. (+info)