|
| Nuanced Treatments for Idiosyncratic Forms of Escape and Avoidance Behaviors |
| Sunday, May 25, 2025 |
| 12:00 PM–12:50 PM |
| Marriott Marquis, M4 Level, Archives |
| Area: DDA/AUT; Domain: Service Delivery |
| Chair: Biancé Jasmine Ferrucci (Salve Regina University ) |
| CE Instructor: Cody Morris, Ph.D. |
| Abstract: Effective treatment of challenging behavior maintained by escape and avoidance functions often requires nuanced strategies that involve adapting treatment to fit clients’ idiosyncratic needs. This symposium will include three talks that evaluate modified treatments for escape and avoidance behaviors. The first study utilized a changing criterion design to evaluate the impact of functional communication training (FCT) and systematic desensitization on aggression following participant errors. Results showed that combining FCT with systematic desensitization was effective in reducing aggression following errors. The second study utilized a pairwise multielement design to compare the frequency of challenging behavior during transitions. Results demonstrated that incorporating moderately preferred activities during transitions between high-to-low preferred activities effectively decreased challenging behavior. The third study utilized an AB design to evaluate the effectiveness of a teacher-implemented intervention package, which focused on increasing appropriate forms of communication to decrease challenging behavior. Results demonstrated that the intervention package was effective at both decreasing challenging behavior and increasing appropriate communicative responses. |
| Instruction Level: Intermediate |
| Keyword(s): Avoidance, Challenging Behavior, Escape |
| Target Audience: A basic understanding of functions related to challenging behaviors. |
Learning Objectives: 1. describe the complexities of treating escape and avoidance maintained challenging behavior.
2. identify strategies to nuance treatments to meet client needs.
3. troubleshoot clinical complexities related to escape and avoidance. |
| |
| Treatment of Challenging Behavior During Physical Transitions: A Case Study |
| JESSE PERRIN (Pathways), Jacqueline Wilson (Salve Regina Uinversity), Caitlyn Federico (Salve Regina University), Cody Morris (Salve Regina University) |
| Abstract: Caregivers of individuals diagnosed with autism spectrum disorder (ASD) and other developmental disabilities commonly report concerns about challenging behavior during transitions. One variable that can influence the likelihood of challenging behavior during transitions is a disparity in the relative preference of the contexts being transitioned between. Research has shown that going from rich-to-lean schedules of reinforcement has resulted in longer transition times compared to moderate-to-lean transitions (Wood & Simon, 2023). Thus, it is possible that some clients may engage in challenging behavior when transitioning between highly preferred contexts and low-to-unpreferred contexts and be less likely to do so when transitioning between moderately preferred contexts and low-to-unpreferred contexts. The purpose of this study was to assess whether arranging a moderately preferred activity between a highly preferred and low-to-unpreferred activity would reduce transition-related challenging behavior in a client diagnosed with ASD. Interobserver agreement (IOA) was collected for 100% of sessions with an IOA score of 100%. The results of this study demonstrated that arranging moderately preferred activities during transitions between highly preferred to low-to-unpreferred activities was effective at reducing the participant’s challenging behavior. Implications for future research and clinical practice will be discussed. |
| |
| Assessment and Treatment of Challenging Behavior Following Client Errors |
| JACQUELINE WILSON (Salve Regina Uinversity), Sarah Sullivan (Pathways Strategic Teaching Center), Jesse Perrin (Pathways), Cody Morris (Salve Regina University) |
| Abstract: Performance errors by clients are common when learning new skills. Performance errors can be aversive for some clients and may evoke challenging behavior in certain contexts. Therefore, research on decreasing challenging behavior following client performance errors is warranted. The purpose of this study was to evaluate the effectiveness of functional communication training (FCT) plus systematic desensitization to reduce aggression evoked by errors. The participant was a 15-year-old boy diagnosed with autism spectrum disorder. A pairwise multi-element design showed that challenging behavior reliably occurred when errors were made during an adapted physical education activity. During the treatment analysis, the participant was prompted to engage in a functional communicative response (FCR) following errors while the number of errors per session were systematically increased using a changing criterion design. Frequency of challenging behavior and FCR engagement were measured for each session. Interobserver agreement (IOA) and procedural fidelity (PF) were measured across 70% of sessions with an IOA score of 94% and a PF score of 98%. Results showed that FCT plus systematic desensitization was effective at reducing aggression following errors and that intervention effects generalized across settings. Implications for practice and future research will be discussed. |
| |
| A Consultative Approach to Escape Maintained Challenging Behavior in an Early Education Classroom |
| MASHIATH BINTI MAHABUB (Western Michigan University), Leanne Latocha (Western Michigan University), Stephanie M. Peterson (Western Michigan University) |
| Abstract: Behavior-analytic approaches are adopted in educational settings to address the unique needs of young students displaying increased instances of challenging behavior, such as aggression and disruption (Hanley et al., 2007). Escape from presented tasks is a common reinforcing consequence for young children in educational settings (Luczynski & Fahmie, 2017). Behavioral strategies can be used in classrooms to increase students’ academic engagement (Lekwa et al., 2018) while decreasing escape from academic tasks (Luczynski & Fahmie, 2017). Such strategies may teach students to engage in appropriate alternative behaviors to meet their unique needs. The purpose of this case presentation is to describe a consultative approach to the assessment and treatment of a 4-year-old student's challenging behavior to escape demands and peer interactions in a preschool classroom. The teachers were coached on the implementation of strategies to increase the student's engagement in appropriate alternative behaviors to access their needs while decreasing escape-maintained challenging behavior. Procedural fidelity data were collected for 100% of the observations to determine areas requiring further teacher coaching. The results of the intervention indicated an overall reduction in the student's challenging behavior and demonstrated the benefits of teaching young students to engage in appropriate alternative behaviors in the classroom setting. |
|
| |