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Gover HC, Fahmie TA, McKeown CA. A review of environmental enrichment as treatment for problem behavior maintained by automatic reinforcement. J Appl Behav Anal 2018; 52:299-314. [PMID: 30242793 DOI: 10.1002/jaba.508] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2016] [Accepted: 10/26/2017] [Indexed: 11/11/2022]
Abstract
We reviewed studies that used environmental enrichment as treatment for problem behavior maintained by automatic reinforcement. A search of behavior analytic journals produced 71 publications with a total of 265 applications of environmental enrichment used alone or in conjunction with alternative behavior manipulations (e.g., prompting, reinforcement) and problem behavior manipulations (e.g., blocking, restraint). Environmental enrichment, as a sole intervention, was efficacious in 41% of the sample. Alternative behavior manipulations, problem behavior manipulations, and a combination of both improved the overall efficacy of environmental enrichment. We discuss factors that may influence the efficacy of environmental enrichment, current trends in research on this topic, and implications for both practitioners and researchers.
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Lohrmann-O'Rourke S, Browder DM, Brown F. Guidelines for Conducting Socially Valid Systematic Preference Assessments. ACTA ACUST UNITED AC 2016. [DOI: 10.2511/rpsd.25.1.42] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/01/2022]
Abstract
Systematic preference assessment is the process of presenting sampling trials and observing the person's response. The response to those items is then interpreted as an indicator of preference. The empirical research on systematic preference assessment has greatly advanced the field's understanding of how to identify the preferences of individuals with nonsymbolic and limited symbolic communication skills. The purpose of this paper is to translate this research into guidelines for planning systematic preference assessments that strive to reduce the risk of missing or misinterpreting the person's preferences, as well as increase the social validity of the process and outcomes. We present four guiding questions for practitioners to plan preference assessments: (a) What will be offered? (b) When and where will sampling opportunities take place? (c) Who will present the sampling options? and (d) How will sampling options be presented?
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Brown F, Gothelf CR, Guess D, Lehr DH. Self-Determination for Individuals with the Most Severe Disabilities: Moving beyond Chimera. ACTA ACUST UNITED AC 2016. [DOI: 10.2511/rpsd.23.1.17] [Citation(s) in RCA: 54] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/01/2022]
Abstract
Individuals with the most severe disabilities may be unsuccessful in effecting changes in their environment for various reasons. Because of limitations in cognitive and expressive language skills, their attempts at communicating may be overlooked or misunderstood, or may be knowingly or inadvertently obstructed. Consequently, self-determination is often dependent on our interpretation of what people with the most severe disabilities are communicating. This article explores the implications of making interpretations, the need for such interpretations, and the dangers. Current progress in supporting and promoting self-determination are acknowledged. It is suggested that although these procedures may be intended to increase self-determination, they do not automatically do so. In fact, they may function to limit self-determination. Strategies and methodologies must be critically evaluated to ensure that such efforts reflect the tenets and spirit of self-determination.
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Frewing TM, Rapp JT, Pastrana SJ. Using Conditional Percentages During Free-Operant Stimulus Preference Assessments to Predict the Effects of Preferred Items on Stereotypy: Preliminary Findings. Behav Modif 2015; 39:740-65. [PMID: 26139834 DOI: 10.1177/0145445515593511] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
To date, researchers have not identified an efficient methodology for selecting items that will compete with automatically reinforced behavior. In the present study, we identified high preference, high stereotypy (HP-HS), high preference, low stereotypy (HP-LS), low preference, high stereotypy (LP-HS), and low preference, low stereotypy (LP-LS) items based on response allocation to items and engagement in stereotypy during one to three, 30-min free-operant competing stimulus assessments (CSAs). The results showed that access to HP-LS items decreased stereotypy for all four participants; however, the results for other items were only predictive for one participant. Reanalysis of the CSA results revealed that the HP-LS item was typically identified by (a) the combined results of the first 10 min of the three 30-min assessments or (b) the results of one 30-min assessment. The clinical implications for the use of this method, as well as future directions for research, are briefly discussed.
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Zaine I, Domeniconi C, de Rose JC. Simple and Conditional Discrimination and Specific Reinforcement in Teaching Reading: An Intervention Package. Anal Verbal Behav 2014; 30:193-204. [PMID: 27274979 DOI: 10.1007/s40616-014-0010-2] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022] Open
Abstract
This study evaluated an intervention package combining simple and conditional discrimination training and specific reinforcement for each stimulus class in teaching reading of simple words to individuals with intellectual disabilities. In conditional discrimination training, participants matched printed words and pictures to the recorded sounds made by the pictured objects and animals. Fourteen children and adolescents with intellectual disabilities were assigned to an experimental and a control group. The two groups' performance did not differ in the pretest. The experimental group demonstrated equivalence class formation and read the words that participated in the equivalence classes, whereas the control group did not.
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Affiliation(s)
- Isabela Zaine
- Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino, Universidade Federal de São Carlos, São Carlos, SP Brazil ; Department of Psychology, Universidade Federal de São Carlos, São Carlos, SP Brazil ; Programa de Pós-Graduação em Psicologia, Universidade Federal de São Carlos, Caixa Postal 676, 13565-905 São Carlos, SP Brazil
| | - Camila Domeniconi
- Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino, Universidade Federal de São Carlos, São Carlos, SP Brazil ; Department of Psychology, Universidade Federal de São Carlos, São Carlos, SP Brazil
| | - Julio C de Rose
- Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino, Universidade Federal de São Carlos, São Carlos, SP Brazil ; Department of Psychology, Universidade Federal de São Carlos, São Carlos, SP Brazil
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Potter JN, Hanley GP, Augustine M, Clay CJ, Phelps MC. TREATING STEREOTYPY IN ADOLESCENTS DIAGNOSED WITH AUTISM BY REFINING THE TACTIC OF “USING STEREOTYPY AS REINFORCEMENT”. J Appl Behav Anal 2013; 46:407-23. [DOI: 10.1002/jaba.52] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2012] [Accepted: 11/04/2012] [Indexed: 11/12/2022]
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Ringdahl JE, Vollmer TR, Marcus BA, Roane HS. AN ANALOGUE EVALUATION OF ENVIRONMENTAL ENRICHMENT: THE ROLE OF STIMULUS PREFERENCE. J Appl Behav Anal 2013. [DOI: 10.1901/jaba.1997.30-203] [Citation(s) in RCA: 108] [Impact Index Per Article: 9.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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Roscoe EM, Iwata BA, Zhou L. ASSESSMENT AND TREATMENT OF CHRONIC HAND MOUTHING. J Appl Behav Anal 2013; 46:181-98. [DOI: 10.1002/jaba.14] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2012] [Accepted: 07/23/2012] [Indexed: 11/07/2022]
Affiliation(s)
| | | | - Liming Zhou
- ARLINGTON DEVELOPMENTAL CENTER; ARLINGTON, TENNESSEE
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Cannella HI, O'Reilly MF, Lancioni GE. Treatment of hand mouthing in individuals with severe to profound developmental disabilities: a review of the literature. RESEARCH IN DEVELOPMENTAL DISABILITIES 2006; 27:529-44. [PMID: 16188422 DOI: 10.1016/j.ridd.2005.06.004] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/06/2005] [Revised: 05/27/2005] [Accepted: 06/02/2005] [Indexed: 05/04/2023]
Abstract
This paper reviews studies investigating the assessment and treatment of hand mouthing in individuals with severe to profound developmental disabilities. A literature search identified 101 studies carried out between 1969 and 2004. The trend in the studies indicated a shift away from aversive interventions in the last 10 years, so this review included studies conducted from 1995. Twenty-three studies were identified within this period and were included in this review. The 23 studies were sorted into seven intervention categories and one assessment category. The seven intervention categories included (a) antecedent interventions, (b) multicomponent interventions (e.g., differential reinforcement and response effort), (c) pharmacological interventions, (d) interventions that utilized reinforcement, (e) response blocking interventions, (f) response effort interventions, and (g) sensory stimulation interventions. The one assessment category included studies that investigated the function of hand mouthing. One main finding in these studies was that the various intervention strategies led to decreases in hand mouthing in individuals with severe to profound developmental disabilities. This finding is discussed in relation to its effect on issues of health, adaptive behavior, and social functioning. A second finding indicated that hand mouthing is often maintained by automatic reinforcement (i.e., non-social contingencies). The implications of this finding are discussed in terms of how assessments and treatments associated with automatically maintained challenging behavior might be more effectively linked. Potential issues for future research are also examined.
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Affiliation(s)
- Helen I Cannella
- George I Sanchez Building, Room 306, 1 University Station (D5300), The University of Texas at Austin, Austin, TX 78712, USA.
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Harding JW, Wacker DP, Berg WK, Cooper LJ, Asmus J, Mlela K, Muller J. An analysis of choice making in the assessment of young children with severe behavior problems. J Appl Behav Anal 1999; 32:63-82. [PMID: 10201104 PMCID: PMC1284541 DOI: 10.1901/jaba.1999.32-63] [Citation(s) in RCA: 38] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
We examined how positive and negative reinforcement influenced time allocation, occurrence of problem behavior, and completion of parent instructions during a concurrent choice assessment with 2 preschool-aged children who displayed severe problem behavior in their homes. The children were given a series of concurrent choice options that varied availability of parent attention, access to preferred toys, and presentation of parent instructions. The results showed that both children consistently allocated their time to choice areas that included parent attention when no instructions were presented. When parent attention choice areas included the presentation of instructions, the children displayed differential patterns of behavior that appeared to be influenced by the presence or absence of preferred toys. The results extended previous applications of reinforcer assessment procedures by analyzing the relative influence of both positive and negative reinforcement within a concurrent-operants paradigm.
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Fisher WW, Lindauer SE, Alterson CJ, Thompson RH. Assessment and treatment of destructive behavior maintained by stereotypic object manipulation. J Appl Behav Anal 1998; 31:513-27. [PMID: 9891391 PMCID: PMC1284145 DOI: 10.1901/jaba.1998.31-513] [Citation(s) in RCA: 52] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
In the current investigation, 2 participants with mental retardation displayed property destruction and stereotypy, and both responses involved the same materials (e.g., breaking and tapping plastic objects). Three experiments were conducted (a) to indirectly assess the functions of these two responses, (b) to determine their relation to one another, and (c) to develop a treatment to reduce the more serious behavior, property destruction. In Experiment 1, previously destroyed materials were either present or absent, and their presence reduced property destruction but not stereotypy. In Experiment 2, matched toys (ones that produced sensory stimulation similar to stereotypy) were either present or absent, or were replaced by unmatched toys (for 1 participant). Matched toys produced large reductions and unmatched toys produced small reductions in property destruction and stereotypy. In Experiment 3, attempts to pick up undestroyed objects were either blocked or not blocked while matched toys were continuously available. Response blocking reduced property destruction (and attempts), prevented stereotypy, and increased manipulation of matched toys. These results suggest that the two aberrant responses formed a chain (e.g., breaking and then tapping the object), which was maintained by the sensory consequences (e.g., auditory stimulation) of the terminal response, and that previously destroyed material or matched toys made the initial response (property destruction) unnecessary.
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Affiliation(s)
- W W Fisher
- Neurobehavioral Unit, Kennedy Krieger Institute, Baltimore, Maryland 21205, USA
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Abstract
Choice responding refers to the manner in which individuals allocate their time or responding among available response options. In this article, we first review basic investigations that have identified and examined variables that influence choice responding, such as response effort and reinforcement rate, immediacy, and quality. We then describe recent bridge and applied studies that illustrate how the results of basic research on choice responding can help to account for human behavior in natural environments and improve clinical assessments and interventions.
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Affiliation(s)
- W W Fisher
- Neurobehavioral Unit, Kennedy Krieger Institute, Baltimore, Maryland 21205, USA
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Kearney CA, McKnight TJ. Preference, choice, and persons with disabilities: a synopsis of assessments, interventions, and future directions. Clin Psychol Rev 1997; 17:217-38. [PMID: 9140716 DOI: 10.1016/s0272-7358(97)00004-4] [Citation(s) in RCA: 24] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
A recent revolution in service delivery for persons with developmental disabilities encompasses increased client independence and improved quality of life. Specifically, care providers have focused on client expressions of preference, choice-making, and choice availability as key elements of study in this new revolution. We review and critique the primary methods of assessing preference and choice for persons with disabilities, including interviews and questionnaires, pictorial presentations, technological apparati, and direct observation. We also provide an overview of the burgeoning literature on intervention programs designed to enhance choice for this population, such as giving more choice to clients, teaching choice-making skills, and improving staff member skills regarding choice availability. Finally, we provide a synopsis of the future directions in this area that should receive the most attention from researchers and caregivers.
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Affiliation(s)
- C A Kearney
- Department of Psychology, University of Nevada, Las Vegas 89154-5030, USA
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