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Slaton JD, Davis M, DePetris DA, Raftery KJ, Daniele S, Caruso CM. Long-term effectiveness and generality of practical functional assessment and skill-based treatment. J Appl Behav Anal 2024. [PMID: 38804601 DOI: 10.1002/jaba.1090] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2023] [Accepted: 05/03/2024] [Indexed: 05/29/2024]
Abstract
There are several considerations to address when conducting functional communication training for challenging behavior in a school setting, such as the need for schedule thinning and maintenance across staff and the need to establish a variety of appropriate classroom skills. There are several strategies for conducting schedule thinning following functional communication training and for transferring effects across people or settings. However, there are few examples of these processes in natural settings with relevant caregivers and with long-term maintenance of effects. We implemented a functional assessment and skill-based treatment process with six children with autism in a specialized school setting and extended treatment until challenging behavior was reduced to near-zero levels across multiple staff and settings. Follow-up data indicate that effects were still observed 1 year posttreatment and the use of crisis procedures (e.g., physical restraint) was eliminated for all participants.
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Izquierdo SM, Jessel J, Fiani T, Jones EA. Functional Analysis of Contextually Inappropriate Social Behavior in Children With Down Syndrome. Behav Modif 2024; 48:285-311. [PMID: 38235703 DOI: 10.1177/01454455231222912] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2024]
Abstract
BACKGROUND Children with Down syndrome often engage in contextually inappropriate social behavior, which researchers suggest may function to escape from difficult activities to preferred social interactions. Caregivers may reinforce the behavior, perceiving it only as evidence of the child's social strength, when, in fact, the pattern may also prevent or slow the development of critical skills. Unlike overt forms of challenging behavior, contextually inappropriate social behavior had never been subjected to experimental analysis. AIMS The purpose of the current study was to identify and demonstrate functional control of contextually inappropriate social behavior to caregiver-informed contingencies. METHOD AND PROCEDURES We interviewed caregivers and subjected contextually inappropriate social behavior to functional analyses for nine young children with Down syndrome. OUTCOMES AND RESULTS We found sensitivity to the caregiver-informed contingencies for all nine participants with strong functional control and large effect sizes for most. CONCLUSIONS AND IMPLICATIONS Caregivers may not perceive contextually inappropriate social behavior as problematic, yet patterns of contextually inappropriate and other problem behaviors suggest decreased engagement and poor task persistence. Assessments that lead to intervention decisions may be more informative when they include questions about social topographies of behavior not typically considered as problematic. Once caregivers are aware of the pattern, they may be better prepared to intervene.
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Affiliation(s)
- Sally M Izquierdo
- The Graduate Center and Queens College of the City University of New York, USA
| | - Joshua Jessel
- The Graduate Center and Queens College of the City University of New York, USA
| | - Theresa Fiani
- The Graduate Center and Queens College of the City University of New York, USA
| | - Emily A Jones
- The Graduate Center and Queens College of the City University of New York, USA
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3
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Chazin KT, Ledford JR, Wilson-Moses JM, Rajaraman A, Juárez AP. Centering Autistic Perspectives: Social Acceptability of Goals, Learning Contexts, and Procedures for Young Autistic Children. J Autism Dev Disord 2024:10.1007/s10803-024-06242-4. [PMID: 38367102 DOI: 10.1007/s10803-024-06242-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/08/2024] [Indexed: 02/19/2024]
Abstract
Despite the importance of centering autistic perspectives in educational decision-making for autistic children, few studies have directly assessed autistic perspectives on the social acceptability of early childhood practices. We conducted an online survey to recruit perspectives of autistic adults on a current, comprehensive range of educational practices typically employed with autistic children. We also extended the survey to caregivers and early childhood practitioners, to identify commonalities and discrepancies between shareholder groups. We conducted a descriptive survey study to assess social acceptability of goals, learning contexts, and procedures typically implemented with young autistic children. We received responses from 660 individuals, 226 of whom identified as autistic. For Likert scale and ranked items, we reported median rating and ranking for each item, by shareholder group. For open-ended questions, we conducted open and axial coding, to determine consistent themes within and across shareholder groups. Respondents reported (a) high acceptability for goals promoting self-determination and low social validity for goals promoting masking; (b) high acceptability for antecedent interventions and low social validity for some forms of extinction; (c) that appropriate learning environments are highly context dependent, varying with individual needs; and (d) that the child is the most important shareholder in educational decision-making. We make recommendations to practitioners in response to survey results, including (a) respecting autistic culture and characteristics in selecting goals; (b) considering social, emotional, and psychological needs in selecting procedures; and (c) individualizing goals, learning contexts, and procedures based on the child's perspectives and unique needs.
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Affiliation(s)
- Kate T Chazin
- Department of Special Education, Vanderbilt University, Nashville, TN, USA.
- Vanderbilt Kennedy Center Treatment and Research Institute for Autism Spectrum Disorders, 1207 17th Ave S, Suite 212, Nashville, TN, 37212, USA.
| | - Jennifer R Ledford
- Department of Special Education, Vanderbilt University, Nashville, TN, USA
| | | | - Adithyan Rajaraman
- Vanderbilt Kennedy Center Treatment and Research Institute for Autism Spectrum Disorders, 1207 17th Ave S, Suite 212, Nashville, TN, 37212, USA
- Department of Pediatrics, Vanderbilt University Medical Center, Nashville, TN, USA
| | - A Pablo Juárez
- Vanderbilt Kennedy Center Treatment and Research Institute for Autism Spectrum Disorders, 1207 17th Ave S, Suite 212, Nashville, TN, 37212, USA
- Department of Pediatrics, Vanderbilt University Medical Center, Nashville, TN, USA
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Metras RL, Hanley GP, Carbone MJ. Distance-Based Collaborations for Assessing and Treating Challenging Behavior. J Autism Dev Disord 2023:10.1007/s10803-023-06085-5. [PMID: 37620690 DOI: 10.1007/s10803-023-06085-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/27/2023] [Indexed: 08/26/2023]
Abstract
An interview-informed synthesized contingency analysis (IISCA; Hanley et al. in J Appl Behav Anal 47:16-36, 2014) and related skill-based treatment process can result in socially valid outcomes for clients exhibiting severe challenging behavior when implemented by professionals and then transferred to parents (e.g., Santiago et al. in J Autism Dev Disord 46:797-811, 2016). However, many families do not have access to professionals trained to implement functional analyses or function-based treatments (Deochand & Fuqua Behav Anal Pract 9:243-252, 2016). Experimenters in the present study coached three parents of children with autism exhibiting severe challenging behavior through implementing an IISCA and resulting skill-based treatment process through distance-based collaborative consulting. All parents achieved differentiated functional analyses, taught their children to emit functional replacement skills, and reduced challenging behavior relative to baseline.
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Affiliation(s)
- Rachel L Metras
- Virginia Institute of Autism, Charlottesville, VA, USA.
- Department of Curriculum, Instruction, & Special Education, University of Virginia, Charlottesville, VA, USA.
| | - Gregory P Hanley
- Department of Psychology, Western New England University, Springfield, MA, USA
- FTF Behavioral Consulting, Worcester, MA, USA
| | - Matthew J Carbone
- Department of Psychology, Western New England University, Springfield, MA, USA
- FTF Behavioral Consulting, Worcester, MA, USA
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Novack LI, Schnell-Peskin L, Feuerbacher E, Fernandez EJ. The Science and Social Validity of Companion Animal Welfare: Functionally Defined Parameters in a Multidisciplinary Field. Animals (Basel) 2023; 13:1850. [PMID: 37889767 PMCID: PMC10251938 DOI: 10.3390/ani13111850] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2023] [Revised: 05/18/2023] [Accepted: 05/22/2023] [Indexed: 10/29/2023] Open
Abstract
Social validity refers to the social significance and acceptability of intervention goals, procedures, and outcomes. Animal practitioners, who are often guided by the principles of ABA, lack the benefit of verbal participants (at least with respect to target animals) with which to assess a client's needs and preferences. The study of a learner's welfare is useful for determining areas where intervention is needed or how the learner feels about an intervention that is underway. Three tenets of animal welfare measurement include physiological function, naturalistic behavior, and affect, where affect refers to private events, including emotions, which are a function of the same variables and contingencies responsible for controlling public behavior. The development of new technologies allows us to look "under the skin" and account for subjective experiences that can now be observed objectively. We introduce the reader to tools available from the animal welfare sciences for the objective measurement of social validity from the learner's perspective.
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Affiliation(s)
- Lauren I. Novack
- Department of Special Education, Hunter College, New York, NY 10022, USA;
| | | | - Erica Feuerbacher
- Department of Animal and Poultry Sciences, College of Agriculture and Life Sciences, Virginia Tech, Blacksburg, VA 24060, USA;
| | - Eduardo J. Fernandez
- School of Animal and Veterinary Sciences, University of Adelaide, Adelaide, SA 5005, Australia;
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Breaux C, Smith K. Pushing past distractions to move toward assent-based practice and science: a response to Newcomb and Wine. INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2023; 69:630-632. [PMID: 37346257 PMCID: PMC10281413 DOI: 10.1080/20473869.2023.2206722] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/21/2023] [Indexed: 06/23/2023]
Affiliation(s)
- Cassi Breaux
- CentralReach, Fort Lauderdale, FL, USA
- University of West FL, Pensacola, FL, USA
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Layman LN, Dufrene BA, Ackley MM, Weaver CM, Schneider DE, LaBrot ZC, Taylor CN, Rahaman JA, Tawney KN, Hart T, Olmi DJ. Interview-Informed Synthesized Contingency Analyses on Challenging Problem Behavior: a Single-Case Meta-analysis. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2023. [DOI: 10.1007/s40489-023-00357-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/30/2023]
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Gover HC, Hanley GP, Ruppel KW, Landa RK, Marcus J. Prioritizing choice and assent in the assessment and treatment of food selectivity. INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2023; 69:53-65. [PMID: 36743323 PMCID: PMC9897803 DOI: 10.1080/20473869.2022.2123196] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/02/2022] [Revised: 09/02/2022] [Accepted: 09/04/2022] [Indexed: 06/18/2023]
Abstract
Food selectivity affects up to 72% and 45% of individuals with and without disabilities, respectively, and there is a need for interventions that rely on positive, unrestrictive strategies. We evaluated an assessment and treatment package for food selectivity for young children with developmental disabilities that prioritized caregiver collaboration, client autonomy, and did not rely on restrictive procedures (e.g. escape extinction). The process involved: (a) collaborating with caregivers on the selection of foods and design of the children's functional analyses; (b) indirectly and directly measuring food preferences prior to treatment; (c) evaluating the sensitivity of mealtime problem behavior to environmental variables through an interview-informed synthesized contingency analysis (IISCA); and (c) incorporating the assessment results into a progressive treatment process consisting of choice-making opportunities and differential reinforcement of successive approximations to consumption. Children also had the ability to opt in and out of treatment sessions. The treatment was effective in increasing consumption of nonpreferred foods and successfully extended to caregivers. Practical implications and directions for future research are discussed.
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Affiliation(s)
- Holly C. Gover
- Vanderbilt Kennedy Center, Treatment and Research Institute for Autism Spectrum Disorders, Vanderbilt University Medical Center, Western New England University, Springfield, MA, USA
| | - Gregory P. Hanley
- Vanderbilt Kennedy Center, Treatment and Research Institute for Autism Spectrum Disorders, Vanderbilt University Medical Center, Western New England University, Springfield, MA, USA
| | - Kelsey W. Ruppel
- Vanderbilt Kennedy Center, Treatment and Research Institute for Autism Spectrum Disorders, Vanderbilt University Medical Center, Western New England University, Springfield, MA, USA
| | - Robin K. Landa
- Vanderbilt Kennedy Center, Treatment and Research Institute for Autism Spectrum Disorders, Vanderbilt University Medical Center, Western New England University, Springfield, MA, USA
| | - Juliana Marcus
- Vanderbilt Kennedy Center, Treatment and Research Institute for Autism Spectrum Disorders, Vanderbilt University Medical Center, Western New England University, Springfield, MA, USA
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Rajaraman A, Austin JL, Gover HC. A practitioner's guide to emphasizing choice-making opportunities in behavioral services provided to individuals with intellectual and developmental disabilities. INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2023; 69:101-110. [PMID: 36743319 PMCID: PMC9897779 DOI: 10.1080/20473869.2022.2117911] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/03/2022] [Revised: 08/23/2022] [Accepted: 08/23/2022] [Indexed: 06/18/2023]
Abstract
Promoting choice is a defining value guiding Positive Behavior Support (PBS) models for serving individuals with intellectual and/or developmental disabilities (IDD). The ability to make independent choices is of paramount importance to self-advocacy and self-determination. Promoting choice is also an essential commitment of trauma-informed care (TIC) in the provision of services to vulnerable individuals, as trauma often involves experiences in which an individual has no control over aversive events that occur, and choice-making opportunities can empower traumatized individuals to regain control over the environments they routinely encounter. However, incorporating meaningful choice making into behavioral programming is often more difficult than it seems. We synthesize the relevant, contemporary literature to provide professionals with actionable suggestions for incorporating choice making into everyday behavioral services. After summarizing the importance of promoting choice into behavioral services based on the values that define both PBS and TIC frameworks, we (a) offer a behavior-analytic interpretation of the skill of making choices, (b) synthesize key literature on how to teach choice making skills, (c) provide recommendations for the situations within one's care in which choice-making opportunities may be most beneficial, and (d) discuss some of the barriers and potential solutions to incorporating choice-making opportunities for individuals with IDD.
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Affiliation(s)
- Adithyan Rajaraman
- Department of Psychology, University of Maryland Baltimore County, Baltimore, MD, USA
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Iannaccone JA, Jessel J. Varying reinforcer dimensions during differential reinforcement without extinction: A translational model. J Appl Behav Anal 2023; 56:470-482. [PMID: 36710451 DOI: 10.1002/jaba.973] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2022] [Accepted: 12/20/2022] [Indexed: 01/31/2023]
Abstract
Procedural arrangements of differential reinforcement of alternative behavior without extinction often involve presenting the same reinforcers for problem behavior and appropriate behavior, which is typically ineffective at reducing problem behavior and increasing an alternative response. However, manipulating reinforcement dimensions such that the contingencies favor the alternative response may improve treatment outcomes when using differential reinforcement of alternative behavior without extinction by increasing appropriate behavior and reducing problem behavior. We conducted this translational study with 32 college students completing a button-pressing task on a computer program in which they could engage in analogs to problem behavior and appropriate behavior. The effects of manipulating magnitude, immediacy, quality, and a combination of all three dimensions for the alternative response were evaluated. Overall, all dimension manipulations reduced the analog to problem behavior, with the largest reductions observed during the quality probe and the probe with all dimensions combined. These results support the notion that differential reinforcement of alternative behavior without extinction can be an effective form of treatment.
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Affiliation(s)
- Julia A Iannaccone
- Queens College and The Graduate Center, City University of New York, New York, USA
| | - Joshua Jessel
- Queens College and The Graduate Center, City University of New York, New York, USA
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Brown KR, Hurd AM, Randall KR, Szabo T, Mitteer DR. A Family-Centered Care Approach to Behavior-Analytic Assessment and Intervention. Behav Anal Pract 2022. [DOI: 10.1007/s40617-022-00756-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022] Open
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12
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Staubitz JL, Staubitz JE, Pollack MS, Haws RA, Hopton M. Effects of an enhanced choice model of skill‐based treatment for students with emotional/behavioral disorders. J Appl Behav Anal 2022; 55:1306-1341. [DOI: 10.1002/jaba.952] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2021] [Accepted: 08/21/2022] [Indexed: 11/11/2022]
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Lambert JM, Copeland BA, Paranczak JL, Macdonald MJ, Torelli JN, Houchins-Juarez NJ. Description and evaluation of a function-informed and mechanisms-based framework for treating challenging behavior. J Appl Behav Anal 2022; 55:1193-1219. [PMID: 35762194 DOI: 10.1002/jaba.940] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2021] [Accepted: 05/31/2022] [Indexed: 11/10/2022]
Abstract
Individualization and iterative design are essential components of the assessment and treatment of challenging behavior. Currently, there are few validated frameworks for engaging in iterative processes. Due to the nature of single-case design, empirically rigorous evaluations of decision-tree processes are particularly prohibitive. Notwithstanding, evaluations are needed. In this paper we first describe a function-informed and mechanisms-based (FIMB) framework for selecting treatment components employed by a university-based practicum experience designed to expose pre-service practitioners to a valid treatment process for challenging behavior. Then, we share a completed retrospective consecutive case series across a 6-year period in which we conducted a technique analysis to identify which procedures were most commonly selected in the practicum, and the impact of those choices on client outcomes. The results suggest that the model can be highly effective for some, but not all, cases. Implications are discussed.
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Rajaraman A, Hanley GP, Gover HC, Ruppel KW, Landa RK. On the Reliability and Treatment Utility of the Practical Functional Assessment Process. Behav Anal Pract 2022; 15:815-837. [PMID: 36465598 PMCID: PMC9582185 DOI: 10.1007/s40617-021-00665-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/25/2021] [Indexed: 10/19/2022] Open
Abstract
Saini et al. (2019) urged caution with respect to the use of practical functional assessment (PFA) procedures to inform behavioral treatment when they found that responses to an open-ended caregiver interview were only somewhat reliable and showed moderate to weak correspondence with analog functional analyses. Because the practitioner's goal in conducting any functional assessment process is to inform the successful treatment of problem behavior, we replicated and extended Saini et al. by (a) evaluating the reliability of hypotheses gleaned from two independent PFA processes for each of four children, (b) conducting treatment informed by a randomly assigned PFA, and (c) determining the extent to which potentially different levels of reliability impacted the treatment utility of the PFA process. Results indicated that the reliability of the PFA process varied depending on the stringency with which it was evaluated. However, treatments developed from randomly determined PFA processes produced efficacious outcomes on problem behavior and targeted social skills that transferred to the context designed from the other PFA process in all evaluations, suggesting that the PFA has strong treatment utility despite parts of the process having ambiguous levels of reliability. We discuss implications for practitioners tasked with treating severe problem behavior.
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Affiliation(s)
- Adithyan Rajaraman
- grid.268191.50000 0001 0490 2480Department of Psychology, Western New England University, Springfield, MA USA ,grid.266673.00000 0001 2177 1144Department of Psychology, University of Maryland, Baltimore County, 1000 Hilltop Cir, Baltimore, MD 21250 USA
| | - Gregory P. Hanley
- grid.268191.50000 0001 0490 2480Department of Psychology, Western New England University, Springfield, MA USA
| | - Holly C. Gover
- grid.268191.50000 0001 0490 2480Department of Psychology, Western New England University, Springfield, MA USA
| | - Kelsey W. Ruppel
- grid.268191.50000 0001 0490 2480Department of Psychology, Western New England University, Springfield, MA USA
| | - Robin K. Landa
- grid.268191.50000 0001 0490 2480Department of Psychology, Western New England University, Springfield, MA USA
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Gover HC, Hanley GP, Ruppel KW. On the generality of preference for contingent reinforcement. J Appl Behav Anal 2021; 55:318-336. [PMID: 34821380 DOI: 10.1002/jaba.892] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2020] [Revised: 10/26/2021] [Accepted: 10/26/2021] [Indexed: 11/11/2022]
Abstract
Reinforcers can be delivered dependent on or independent of responding. Both human and nonhuman animals have shown a preference for contexts involving contingent reinforcement, but the generality of this phenomenon to humans and its implications have not yet been described. We present an integrative summary of studies evaluating preference for contingent versus noncontingent reinforcement, including (a) study participants, reinforcer types, response topographies, and contexts; (b) outcomes; (c) potential variables influencing preference outcomes; and (d) suggestions regarding research to expand behavior analysts' ability to design preferred contexts.
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Rajaraman A, Austin JL, Gover HC, Cammilleri AP, Donnelly DR, Hanley GP. Toward trauma-informed applications of behavior analysis. J Appl Behav Anal 2021; 55:40-61. [PMID: 34525220 DOI: 10.1002/jaba.881] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2021] [Revised: 08/11/2021] [Accepted: 08/11/2021] [Indexed: 12/29/2022]
Abstract
Despite a growing acknowledgement of the importance of understanding the impacts of trauma on therapeutic approaches across human service disciplines, discussions of trauma have been relatively infrequent in the behavior analytic literature. In this paper, we delineate some of the barriers to discussing and investigating trauma in applied behavior analysis (ABA) and describe how the core commitments of trauma-informed care could be applied to behavior analysis. We then provide some examples of how trauma-informed care might be incorporated into ABA practice. We conclude by suggesting opportunities to approach trauma as a viable avenue for behavior analytic research and argue that omitting trauma-informed care from ABA could be detrimental not only to the public perception of ABA, but to the effectiveness of our assessment and treatment procedures.
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