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| Functional Communication Training: Evaluation of the Impact of Discriminative Stimuli and Response Class Hierarchies |
| Sunday, May 30, 2004 |
| 1:30 PM–2:50 PM |
| Constitution B |
| Area: DDA/EAB; Domain: Applied Research |
| Chair: Jennifer M. Asmus (University of Florida) |
| Discussant: Robert H. Horner (University of Oregon) |
| Abstract: . |
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| An Analysis of Mand Selection Across Different Stimulus Conditions |
| LISA C. WINBORN-KEMMERER (University of Iowa), David P. Wacker (University of Iowa), Jay W. Harding (University of Iowa), Eric Boelter (University of Iowa), Wendy K. Berg (University of Iowa), John F. Lee (University of Iowa) |
| Abstract: We evaluated mands and occurrence of problem behavior for two children with developmental disabilities. A three-phase study was conducted. Interobserver agreement was collected across 30% of all phases with an average reliablility of at least 90%. During Phase 1, a functional analysis was conducted to identify the variables maintaining problem behavior. During Phase 2, Functional Communication Training (FCT) was implemented within a concurrent schedules design and the children were provided reinforcement for using either a communication card or other mands (words, signs) that were in their existing repertoire. An ABAB design (Phase 3) was then conducted to assess mands and problem behavior under different stimulus conditions (card absent, card present). Results showed that during Phase 2 problem behavior decreased and the card was used more frequently than other mands. Results of Phase 3 showed that problem behavior remained low across both stimulus conditions. When the card was absent the children used other mands; when the card was present they primarily used the card. These results suggest that the presence of a communication card may function as a discriminative stimulus for specific topographies of mands. |
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| Teaching Replacement Mands as a Communicative Repair Strategy |
| JEFFREY S. SIGAFOOS (University of Texas at Austin), Erik Drasgow (University of South Carolina), James W. Halle (University of Illinois at Urbana, Champaign), Mark O'Reilly (University of Texas at Austin), Sue E. Seely-York (University of Texas at Austin), Chaturi Edrisinha (University of Texas at Austin), Alonzo Andrews (Autism Treatment Center, San Antonio) |
| Abstract: Students with autism often rely on prelinguistic behaviors (e.g., reaching, leading) to mand. Because such behaviors are unconventional, listeners may fail attend to the student's mand and the resulting extinction schedule may evoke more intense and problematic forms of behavior (e.g., pushing or shoving the listener's hand). In such cases, it may be helpful to establish replacement mands that involve an alternative and more acceptable form of communication. In the present study, we taught two students with developmental disabilities to use a replacement mand when their initial mands involving prelinguistic forms were ineffective in recruiting reinforcement from a listener. The replacement mand consisted of using a voice-output communication aid (VOCA). Extinction trials were interspersed within each session (listener ignored student's initial prelinguistic mand). Effects of the intervention were evaluated in a multiple-probe design across subjects. Both students learned to use the VOCA as replacement mands. As VOCA use was acquired under extinction conditions, the students began to use the VOCA to initiate requesting opportunities. Interobserver agreement was calculated on an opportunity-by-opportunity basis. Overall agreement ranged from 84% to 100% across sessions (M = 95.5%). Results are related to functional communication training and discussed in terms of response class hierarchies. |
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| Evaluating the Relationship between Severe Problem Behavior and Functional Communication |
| TERRY S. FALCOMATA (University of Iowa), Joel Eric Ringdahl (University of Iowa) |
| Abstract: We were interested in whether mands and problem behavior were members of the same response class for individuals referred for assessment and treatment of severe problem behavior. We conducted a functional analysis of behavior using the functional analysis procedures outlined by Iwata, Dorsey, Slifer, Bauman, and Richman (1982/1994). The purpose of the study was to compare the functions of communicative behavior (i.e., mands) and problem behavior when both behaviors resulted in reinforcer delivery. Independent observers collected data on at least 20% of all sessions for each participant and agreement scores averaged above 80% for each participant. Results of the study suggested that outcomes varied across participants. Results suggested that, for some individuals, problem behavior and communication served different functions. For others, identical functions were identified. These results are discussed with respect to response class membership, behavioral hierarchies, and implications for treatment. |
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