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Reichle J, O'Neill RE, Johnston SS. Advances in AAC intervention: some contributions related to applied behavior analysis. Augment Altern Commun 2021; 37:206-216. [PMID: 34499000 DOI: 10.1080/07434618.2021.1962405] [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] [Indexed: 10/20/2022] Open
Abstract
This article extends Dr. Bob Remington's call for collaborations between those supporting behavioral approaches and those supporting more natural developmental approaches to beginning communication intervention. This article expands areas previously discussed by Dr. Remington. Topics that are addressed include pivotal behaviors that may facilitate communication acquisition, matching law and response efficiency, generalization, maintenance, and the related topics of general case instruction (which involves an understanding of stimulus and response classes). These topics reflect contemporary areas of research that could be better integrated into translational research and have not been extensively integrated into augmentative and alternative communication (AAC) practice. Dr. Remington's article discussed the value of behavioral approaches and corresponding methodology to AAC researchers and practitioners. We agree and discuss the need for greater interaction among proponents of varying approaches to intervention.
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Affiliation(s)
- Joe Reichle
- Department of Speech-Language-Hearing Sciences, University of Minnesota, Minneapolis, MN, USA
| | - Robert E O'Neill
- Department of Special Education, University of Utah, Salt Lake City, UT, USA
| | - Susan S Johnston
- Department of Special Education, University of Utah, Salt Lake City, UT, USA
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2
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Boyle MA, Bacon MT, Carton SM, Augustine JJ, Janota TA, Curtis KS, Forck KL, Gaskill LA. Comparison of naturalistic and arbitrary discriminative stimuli during schedule thinning following functional communication training. BEHAVIORAL INTERVENTIONS 2020. [DOI: 10.1002/bin.1759] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Megan A. Boyle
- Department of Counseling, Leadership, and Special Education Missouri State University Springfield Missouri USA
| | - McKenzie T. Bacon
- Department of Counseling, Leadership, and Special Education Missouri State University Springfield Missouri USA
| | - Samantha M. Carton
- Department of Psychology Missouri State University Springfield Missouri USA
- Arc of the Oaks Springfield Missouri USA
| | - John J. Augustine
- Department of Counseling, Leadership, and Special Education Missouri State University Springfield Missouri USA
| | - Taylor A. Janota
- Department of Counseling, Leadership, and Special Education Missouri State University Springfield Missouri USA
| | - Kaitlin S. Curtis
- Department of Counseling, Leadership, and Special Education Missouri State University Springfield Missouri USA
- Applied Behavioral Services Cincinnati Ohio USA
| | - Kara L. Forck
- Department of Counseling, Leadership, and Special Education Missouri State University Springfield Missouri USA
- Ste. Genevieve School District Ste Genevieve Missouri USA
| | - Lauren A. Gaskill
- Department of Counseling, Leadership, and Special Education Missouri State University Springfield Missouri USA
- Ozark District School Ozark Missouri USA
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Quigley J, Dowdy A, Trucksess K, Finlay A. An Investigation of Functional Communication Training and Schedule Thinning Using a Multiple Schedule on Elopement to Access Stereotypy. J Autism Dev Disord 2020; 51:3224-3234. [PMID: 33196917 DOI: 10.1007/s10803-020-04788-7] [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] [Accepted: 11/05/2020] [Indexed: 10/23/2022]
Abstract
Individuals diagnosed with autism spectrum disorder (ASD) who engage in stereotypy may also emit a prior, temporally contiguous, high-risk response to access stereotypic behaviors. For example, the participant in this study who was diagnosed with ASD engaged in a chained response that included elopement, often in unsafe locations, to access light switch flipping. Previous research indicates that functional communication training (FCT) with delay fading is a viable approach to reduce chained problem behavior. In this study, we extended previous research by (a) evaluating the generalized effect of FCT and schedule thinning using multiple schedule technology for an automatically maintained chained response, and (b) evaluating whether intervention effects maintained in the participant's optimal context. Results for the participant suggested that FCT with schedule thinning mitigated high-risk chained responding across settings and discrimination training using a multiple schedule assessment effectively signaled available and unavailable times for the participant to emit the chained response which matched the participant's natural schedule parameters.
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Affiliation(s)
- Jennifer Quigley
- The Chicago School of Professional Psychology, Chicago, IL, USA.
| | - Art Dowdy
- Temple University, Philadelphia, PA, USA
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Campos C, Bloom SE, Weyman JR, Garcia AR. Parent‐implemented multiple schedules. BEHAVIORAL INTERVENTIONS 2020. [DOI: 10.1002/bin.1743] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Affiliation(s)
- Claudia Campos
- Behavior Analysis Florida Institute of Technology Melbourne Florida USA
| | - Sarah E. Bloom
- Department of Child and Family Studies University of South Florida Tampa Florida USA
| | | | - Anna R. Garcia
- College of Behavioral and Community Sciences University of South Florida Tampa Florida USA
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Effects of Multiple Schedules of Reinforcement on Appropriate Communication and Challenging Behaviors: A Meta-analysis. J Autism Dev Disord 2020; 51:613-631. [DOI: 10.1007/s10803-020-04569-2] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
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Simacek J, Reichle J, Byiers BJ, Parker-McGowan Q, Dimian AF, Elmquist M. Promoting Conditional Use of Communication Skills for Learners With Complex Communication Needs: A Tutorial. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2018; 27:519-535. [PMID: 29582087 DOI: 10.1044/2017_ajslp-17-0058] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/01/2017] [Accepted: 11/14/2017] [Indexed: 06/08/2023]
Abstract
PURPOSE Conditional use of communication skills refers to the ability of a learner to appropriately generalize and discriminate when, where, and how to communicate based on constant variation and shifts in environmental cues. METHOD We describe discrimination and generalization challenges encountered by learners with complex communication needs and ways in which these challenges are fostered through traditional communication intervention programming. We address arrangements in instruction that maximize the probability of learners acquiring the conditional use of new vocabulary and the modest instructional technology implemented when planning for generalization. RESULTS We propose establishing well-discriminated and generalized use of new vocabulary items through the application of a general case instruction framework to communication intervention programming. CONCLUSION We provide intervention methodology, including intervention steps for general case instruction, a plethora of functional examples, and graphic displays to assess and intervene to promote conditional use of communication skills for learners with complex communication needs.
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Saini V, Miller SA, Fisher WW. Multiple schedules in practical application: Research trends and implications for future investigation. J Appl Behav Anal 2016; 49:421-44. [PMID: 26990754 PMCID: PMC4892965 DOI: 10.1002/jaba.300] [Citation(s) in RCA: 47] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2015] [Accepted: 10/28/2015] [Indexed: 11/07/2022]
Abstract
Researchers began studying multiple schedules in basic laboratories, but recent advances have extended research on multiple schedules to a wide variety of socially significant applications, especially during the last decade. Applied researchers have used multiple schedules to (a) promote stimulus control over high-rate appropriate behaviors, (b) thin the schedule of reinforcement following functional communication training, and (c) obtain stimulus control over problem behaviors maintained by automatic reinforcement. In the current paper, we reviewed 31 studies with 147 applications identified through a search of the applied literature on multiple schedules. Using these studies, we (a) reviewed the empirical literature on multiple schedules, (b) recommended multiple-schedule procedures that serve as best practice guidelines for applied behavior analysts, (c) identified the generality and boundaries of current knowledge about the effectiveness of multiple schedules, and (d) critically analyzed the literature to provide directions for future multiple-schedule research.
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Affiliation(s)
- Valdeep Saini
- The University of Nebraska Medical Center's Munroe-Meyer Institute
| | - Scott A Miller
- The University of Nebraska Medical Center's Munroe-Meyer Institute
| | - Wayne W Fisher
- The University of Nebraska Medical Center's Munroe-Meyer Institute
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Shamlian KD, Fisher WW, Steege MW, Cavanaugh BM, Samour K, Querim AC. Evaluation of multiple schedules with naturally occurring and therapist-arranged discriminative stimuli following functional communication training. J Appl Behav Anal 2016; 49:228-50. [PMID: 26790565 PMCID: PMC4892991 DOI: 10.1002/jaba.293] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2015] [Accepted: 12/01/2015] [Indexed: 11/08/2022]
Abstract
Many studies have shown that (a) functional communication training (FCT) is effective for reducing problem behavior, and (b) multiple schedules can facilitate reinforcer schedule thinning during FCT. Most studies tha have used multiple schedules with FCT have included therapist-arranged stimuli (e.g., colored cards) as the discriminative stimuli (S(D) s), but recently, researchers have evaluated similar multiple-schedule training procedures with naturally occurring S(D) s (e.g., overt therapist behavior). The purposes of the current study were to compare the effects of arranged and naturally occurring S(D) s directly during (a) acquisition of discriminated functional communication responses (FCRs) and (b) generalization of discriminated FCRs when we introduced the multiple schedules in novel contexts in which the naturally occurring stimuli were either relatively easy or difficult to discriminate. Results showed that (a) 2 of 3 participants acquired discriminated responding of the FCR more rapidly with arranged than with naturally occurring stimuli, (b) 2 of 3 participants showed resurgence of problem behavior , and (c) 2 of 3 participants showed greater generalization of discriminated responding to novel contexts with arranged stimuli than with naturally occurring stimuli. We discuss these results relative to the conditions under which naturally occurring and arranged S(D) s may promote rapid and generalized treatment gains.
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Affiliation(s)
| | - Wayne W Fisher
- University of Nebraska Medical Center's Munroe-Meyer Institute
| | | | | | | | - Angie C Querim
- University of Nebraska Medical Center's Munroe-Meyer Institute
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Balka KE, Hausman NL, Schaller E, Kahng S. Discriminated Functional Communication for Attention: Evaluating Fixed and Varied Durations of Reinforcer Availability. BEHAVIORAL INTERVENTIONS 2016. [DOI: 10.1002/bin.1440] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Kaitlin E. Balka
- Department of Behavioral Psychology; Kennedy Krieger Institute; Baltimore MD USA
- University of Maryland; Baltimore County MD USA
| | - Nicole L. Hausman
- Department of Behavioral Psychology; Kennedy Krieger Institute; Baltimore MD USA
- University of Maryland; Baltimore County MD USA
| | - Erin Schaller
- Department of Behavioral Psychology; Kennedy Krieger Institute; Baltimore MD USA
| | - SungWoo Kahng
- Department of Health Psychology; University of Missouri; 205 Portland St. Columbia MO 65211 USA
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Brodhead MT, Higbee TS, Gerencser KR, Akers JS. The use of a discrimination-training procedure to teach mand variability to children with autism. J Appl Behav Anal 2015; 49:34-48. [PMID: 26696376 DOI: 10.1002/jaba.280] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2014] [Accepted: 07/19/2015] [Indexed: 11/08/2022]
Abstract
We investigated the effects of a script-fading and discrimination-training procedure on mand variability in preschoolers with autism. Participants were taught to vary their vocal mands in the presence of written scripts, a green placemat, and a lag schedule of reinforcement. They were also taught to engage in repetitive mands in the presence of the same written scripts and a red placemat. When the scripts were removed, all 3 participants continued to engage in varied manding in the presence of the green placemat and lag schedule, and they continued to engage in repetitive manding in the presence of the red placemat. When the lag schedule was also removed, 2 of the 3 participants continued to engage in varied responding in the presence of the green placemat and repetitive responding in the presence of the red placemat. Finally, all 3 participants demonstrated generalization and maintenance of mand variability during snack sessions with their peers.
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Vladescu JC, Kodak T. The Effect of a Multiple-Schedule Arrangement on Mands of a Child with Autism. BEHAVIORAL INTERVENTIONS 2015. [DOI: 10.1002/bin.1422] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Jason C. Vladescu
- Department of Applied Behavior Analysis; Caldwell University; Caldwell NJ 07006 USA
| | - Tiffany Kodak
- Department of Psychology; University of Wisconsin-Milwaukee; Milwaukee WI 53092 USA
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Harrington M, Velicer WF. Comparing Visual and Statistical Analysis in Single-Case Studies Using Published Studies. MULTIVARIATE BEHAVIORAL RESEARCH 2015; 50:162-183. [PMID: 26609876 PMCID: PMC4677800 DOI: 10.1080/00273171.2014.973989] [Citation(s) in RCA: 66] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
Little is known about the extent to which interrupted time series analysis (ITSA) can be applied to short, single-case study designs and whether those applications produce results consistent with visual analysis (VA). This article examines the extent to which ITSA can be applied to single-case study designs and compares the results based on two methods: ITSA and VA, using papers published in the Journal of Applied Behavior Analysis in 2010. The study was made possible by the development of software called UnGraph®, which facilitates the recovery of raw data from the graphs. ITSA was successfully applied to 94% of the examined graphs with the number of observations ranging from 8 to 136. Moderate to high lag-1 autocorrelations (>.50) were found for 46% of the data series. Effect sizes similar to group-level Cohen's d were identified based on the tertile distribution. Effects ranging from 0.00 to 0.99 were classified as small, those ranging from 1.00 to 2.49 as medium, and large effect sizes were defined as 2.50 or greater. Comparison of the conclusions from VA and ITSA had a low level of agreement (Kappa =.14, accounting for the agreement expected by chance). The results demonstrate that ITSA can be broadly implemented in applied behavior analysis research. These two methods should be viewed as complementary and used concurrently.
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Affiliation(s)
| | - Wayne F Velicer
- a University of Rhode Island Cancer Prevention Research Center
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Luczynski KC, Hanley GP. How should periods without social interaction be scheduled? Children's preference for practical schedules of positive reinforcement. J Appl Behav Anal 2014; 47:500-22. [PMID: 24890928 DOI: 10.1002/jaba.140] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2013] [Accepted: 03/31/2013] [Indexed: 11/11/2022]
Abstract
Several studies have shown that children prefer contingent reinforcement (CR) rather than yoked noncontingent reinforcement (NCR) when continuous reinforcement is programmed in the CR schedule. Preference has not, however, been evaluated for practical schedules that involve CR. In Study 1, we assessed 5 children's preference for obtaining social interaction via a multiple schedule (periods of fixed-ratio 1 reinforcement alternating with periods of extinction), a briefly signaled delayed reinforcement schedule, and an NCR schedule. The multiple schedule promoted the most efficient level of responding. In general, children chose to experience the multiple schedule and avoided the delay and NCR schedules, indicating that they preferred multiple schedules as the means to arrange practical schedules of social interaction. In Study 2, we evaluated potential controlling variables that influenced 1 child's preference for the multiple schedule and found that the strong positive contingency was the primary variable.
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Heald M, Allen D, Villa D, Oliver C. Discrimination training reduces high rate social approach behaviors in Angelman syndrome: proof of principle. RESEARCH IN DEVELOPMENTAL DISABILITIES 2013; 34:1794-1803. [PMID: 23518390 DOI: 10.1016/j.ridd.2013.02.012] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/24/2012] [Revised: 02/06/2013] [Accepted: 02/08/2013] [Indexed: 06/01/2023]
Abstract
This proof of principle study was designed to evaluate whether excessively high rates of social approach behaviors in children with Angelman syndrome (AS) can be modified using a multiple schedule design. Four children with AS were exposed to a multiple schedule arrangement, in which social reinforcement and extinction, cued using a novel stimulus, were alternated. Twenty-five to 35 discrimination training sessions were conducted and levels of approach behaviors were measured before and after the discrimination training for two children. All four participants evidenced discrimination between conditions of reinforcement and extinction after 16-20 teaching sessions as indicated by lower rates of social approach behaviors in the presence of the S(Δ) for extinction. Reversal effects for the two children for whom this design was implemented were evident. The results demonstrate that after repeated training, the use of a novel stimulus can serve as a cue for children with AS to discriminate adult availability. This is a potentially effective component of a broader intervention strategy but highlights the need for sustained teaching procedures within this population.
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Affiliation(s)
- M Heald
- Cerebra Centre for Neurodevelopmental Disorders, School of Psychology, University of Birmingham, Edgbaston B15 2TT, UK.
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Hagopian LP, Boelter EW, Jarmolowicz DP. Reinforcement schedule thinning following functional communication training: review and recommendations. Behav Anal Pract 2012; 4:4-16. [PMID: 22532899 DOI: 10.1007/bf03391770] [Citation(s) in RCA: 84] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022] Open
Abstract
This paper extends the Tiger, Hanley, and Bruzek (2008) review of functional communication training (FCT) by reviewing the published literature on reinforcement schedule thinning following FCT. As noted by Tiger et al. and others, schedule thinning may be necessary when the newly acquired communication response occurs excessively, to the extent that reinforcing it consistently is not practical in the natural environment. We provide a review of this literature including a discussion of each of the more commonly used schedule arrangements used for this purpose, outcomes obtained, a description of methods for progressing toward the terminal schedule, and a description of supplemental treatment components aimed at maintaining low levels of problem behavior during schedule thinning. Recommendations for schedule thinning are then provided. Finally, conceptual issues related to the reemergence of problem behavior during schedule thinning and areas for future research are discussed.
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