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| Automatically-Reinforced Behavior: Transfer of Functional Control and Facilitating Appropriate Behavior |
| Sunday, May 30, 2004 |
| 10:30 AM–11:50 AM |
| Constitution B |
| Area: DDA/AUT; Domain: Applied Research |
| Chair: William H. Ahearn (New England Center for Children) |
| Abstract: Learning Objectives
Identify how to determine whether a behavior is maintained by the sensory consequences produced by responding,
Determine whether the intervention strategies described for the automatic reinforcement were effective, and for individual presentations,
Describe the environmental enrichment procedure used by Rapp and Manchack, Identify the advantages and disadvantages of the response interruption procedure used by Ahearn et al.
Determine how Richman et al. attempted to transfer functional control from an automatically reinforced response to socially mediated reinforcement.
Describe the reinforcer displacement procedure used by Sidener and colleagues. |
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| From Nonsocial to Social Mediation of Emerging Self-injury: A Possible Case Example |
| DAVID M. RICHMAN (University of Maryland Baltimore County), Anna M. Quigg (University of Maryland Baltimore County), Steve Lindauer (Kennedy Krieger Institute), Stephanie Thorne (University of Kansas) |
| Abstract: We recently completed a longitudinal study consisting of monthly repeated functional analysis probes of repetitive motor behavior exhibited by 1 to 3 years-old children with moderate to profound developmental disabilities. The purpose of this study was to document descriptive and functional patterns of emerging self-injury. Last year at the Association for Behavior Analysis conference we presented summary data describing that the majority of the 13 participants’ early stereotypic movements were nonsocially mediated, and that hand-to-mouth/head stereotypies were high probability behaviors for emerging self-injurious behavior (SIB). Additionally, for the participants that developed SIB, the only functional analysis pattern observed was nonsocially mediated stereotypic behavior evolving into nonsocially mediated SIB. The current presentation will focus on a different pattern for the emergence of SIB via a case example of a 2-year-old girl with developmental disabilities and cerebral palsy. Results of her functional analysis probes revealed that emerging SIB was initially nonsocially mediated, but some topographies became sensitive to positive reinforcement (contingent attention). Mean occurrence agreement was collected for 40.3% of sessions across participants (95.1% mean agreement; range across participants 89.8% to 100%). Results will be discussed in terms of early intervention and prevention programs for emerging SIB. |
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| Reducing Stereotypy of Children with Autism using “Reinforcer Displacement” |
| TINA SIDENER (Western Michigan University), James E. Carr (Western Michigan University) |
| Abstract: Reinforcer "displacement" (RD) is a reductive procedure in which a new stimulus is delivered following behavior already maintained by a different controlling stimulus. The new stimulus is then removed in an attempt to reduce behavior. The significance of this procedure is its potential to shift the control of a behavior from a difficult-to-manipulate stimulus to one that is more easily manipulated (e.g., a toy), allowing the more confident implementation of extinction. Thus, RD might be useful in treating automatically reinforced problem behavior. Research on RD is warranted because there have been few published studies; their outcomes have been discrepant. The purpose of the current, ongoing investigation was to extend previous research on RD by evaluating its efficacy and durability as a treatment for stereotypy. First, automatic reinforcement functions for two participant’s stereotypy were identified via functional analysis. Next, tangible items were delivered contingent upon stereotypy and then subsequently withheld during "extinction." When RD proved ineffective, environmental enrichment was implemented. Preliminary data for suggest that any reductive effects of RD are limited and brief. However, environmental enrichment was efficacious in decreasing stereotypy. Mean IOA was at least 91% for each participant and was assessed for at least 25% of sessions. |
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| Effects of Environmental Enrichment on Multiple Forms of Stereotypy |
| JOHN T. RAPP (Texana MHMR, Behavior Treatment and Training Center), James Manchack (Texana MHMR, Behavior Treatment and Training Center) |
| Abstract: Three individuals with autism who displayed multiple forms of stereotyped behavior participated in a series of experiments involving continuous access to a preferred stimulus. For the first participant, continuous access to books substantially decreased two response forms while another response form was unchanged. These results were limited insofar as book manipulation was arguably another form of stereotypy. For the second participant, continuous access to TV decreased the most probable response, but increased two others. In a subsequent analysis, access to puzzles decreased multiple response forms when a therapist was present, but did not occasion object manipulation when the participant was alone. Object manipulation was facilitated using intermittent therapist prompts when the individual was alone. For the third participant, access to books decreased the most probable response form, but also increased two other response forms. Subsequently, contingent verbal reprimands were added, which decreased one response form but not the other. Object manipulation was not affected by contingent reprimands. The results are discussed in terms of response deprivation and matching stimulation from alternative objects to the products of stereotypy. A second observer collected data for at least 20% of sessions for each participant. Interobserver agreement scores exceeded 85% for each dependent variable. |
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| Altering the Response Hierarchy: Using Response Interruption and Redirection for Vocal and Motor Stereotypy |
| WILLIAM H. AHEARN (New England Center for Children), Kathleen M. Clark (New England Center for Children), Christine Florentino (New England Center for Children), Theresa M. Clevenger (New England Center for Children), Jaqueline Condon (New England Center for Children), Sarah Buckingham (New England Center for Children), Heather M. Cary (New England Center for Children) |
| Abstract: Experimental functional analyses were conducted with 4 children diagnosed with an autism spectrum disorder who displayed either vocal or motor stereotypy that interfered with their daily activities. The results of the multi-element and extended alone phases indicated that stereotypic behavior was maintained by automatic reinforcement. An ABAB design was then used to test the effects of a response interruption + redirection sequence for each child’s vocal or motor stereotypy. The response interruption procedure for the 2 children who exhibited vocal stereotypy consisted of the delivery of demands that required a vocal response (e.g., answering social questions, imitation of a word or sound). Response interruption for the 2 children who exhibited motor stereotypy consisted of hand-over-hand redirection to either a leisure or vocational task. Response interruption was continued until the child independently complied with three consecutive demands or manipulated an object without stereotypic behavior. Response interruption produced a substantial decrease in stereotypy relative to baseline. Interobserver agreement was scored for a minimum of 33% of all conditions with total agreement always exceeding 87%. Data will also be shown for appropriate behavior and generalization of treatment effects in the natural environment. |
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