Abstract
Individuals with developmental disabilities are often unable to influence their social environment in traditional ways (i.e., vocal language) and frequently exhibit challenging behaviors (e.g., aggression and self-injury) because such behaviors were previously reinforced under similar conditions. While the area of positive reinforcement manding has been well-documented and empirically validated, there is less research in the area of negatively reinforced manding—particularly in the area of negatively reinforced manding of nonpreferred items. Using a multiple baseline design across participants, this study sought to teach three children with autism to replace their challenging behaviors with more socially appropriate ways to request the removal of nonpreferred items. Results showed that all participants were able to learn the negatively reinforced mand response and these mand responses were generalized to other untrained items. In addition to extending the research in the area, the study empirically defined a procedure for teaching negatively reinforced manding of nonpreferred items. Moreover, teaching the mand response resulted in quality of life improvements for all participants and their families.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Alwell, M., Hunt, P., Goetz, P., & Sailor, W. (1989). Teaching generalized communicative behavior within interrupted behavior chain contexts. Journal of the Association for Persons with Severe Handicaps, 14, 91–100.
Baranek, G. T., Foster, L. G., & Berkson, G. (1997). Sensory defensiveness in persons with developmental disabilities. The Occupational Therapy Journal of Research, 17, 173–185.
Bird, F., Dores, P. A., Moniz, D., & Robinson, J. (1989). Reducing severe aggressive and self-injurious behaviors with functional communication training. Journal on Mental Retardation, 94, 37–48.
Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111–126.
Carr, E. G., & Kemp, D. C. (1989). Functional equivalence of autistic leading and communicative pointing: Analysis and treatment. Journal of Autism and Developmental Disorders, 19, 561–578.
Chambers, M., & Rehfeldt, R.A. (2002). Assessing the acquisition and generalization of two mand forms with adults with severe developmental disabilities. Research in Developmental Disabilities, 24, 265–280.
Charlop, M. H., Shreibman, L., & Thibodeau, M. G. (1985). Increasing spontaneous verbal responding in autistic children using a time delay procedure. Journal of Applied Behavior Analysis, 18, 155–166.
Day, H. M., Horner, R. H., & O’Neill, R. E. (1994). Multiple functions of problem behaviors: Assessment and intervention. Journal of Applied Behavior Analysis, 27, 279–289.
Durand, V. M., & Carr, E. G. (1987). Social influences on “self-stimulatory” behavior: Analysis and treatment application. Journal of Applied Behavior Analysis, 20, 119–132.
Durand, V. M., & Carr, E. G. (1991). Functional communication training to reduce challenging behavior: Maintenance and application in new settings. Journal of Applied Behavior Analysis, 24, 251–264.
Durand, V. M., & Crimmins, D. B. (1987). Assessment and treatment of psychotic speech in an autistic child. Journal of Autism and Developmental Disorders, 17, 17–28.
Durand, V. M., & Kishi, G. (1987). Reducing severe behavior problems among persons with dual sensory impairments: An evaluation of a technical assistance model. Journal of the Association for Persons with Severe Handicaps, 12, 2–10.
Durand, V. M., & Merges, E. (2001). Functional Communication Training: A contemporary behavior analytic intervention for problem behaviors. Focus on Autism & Other Developmental Disabilities, 16, 110–119.
Dyer, K., & Kohland, K. A. (1991). Communication training at the May Center’s integrated preschool: Assessment, structured teaching, and naturalistic generalization strategies. In E. Cipani (Ed.), A guide to developing language competence in preschool children with severe and moderate handicaps (pp. 162–199). Springfield, IL: Charles C. Thomas.
Frost, L., & Bondy, A. (2002). The picture exchange communication system. Newark, NJ: Pyramid Educational Products.
Grunsell, J., & Carter, M. (2002). The behavior chain interruption strategy: Generalization to out-of-routine contexts. Education & Training in Mental Retardation & Developmental Disabilities, 37, 378–390.
Horner, R. H., & Budd, C. M. (1985). Acquisition of manual sign use: Collateral reduction of maladaptive behavior, and factors limiting generalization. Education & Training of the Mentally Retarded, 20, 39–47.
Kennedy, C. H., Meyer, K. A., Knowles, T., & Shukla, S. (2000). Analyzing the multiple functions of stereotypical behavior for students with autism: Implications for assessment and treatment. Journal of Applied Behavior Analysis, 33, 559–571.
Leaf, R., & McEachin, J. (1999). A work in progress. New York: DRL Books.
Muccigrosso, L. (1991). Sexual abuse prevention strategies and programs for persons with developmental disabilities. Sexuality and Disability, 9, 261–271.
Northup, J., Wacker, D., Sasso, G., Steege, M., Cigrand, K., Cook, J., et al. (1991). A brief functional analysis of aggressive and alternative behavior in an autoclitic setting. Journal of Applied Behavior Analysis, 24, 509–522.
Petersilia, J. R. (2001). Crime victims with developmental disabilities: A review essay. Criminal Justice and Behavior, 28, 655–694.
Rappaport, M. (1996). Strategies for promoting language acquisition in children with autism. In C. Maurice, G. Green & S. Luce (Eds.), Behavioral intervention for young children with autism: A manual for parents and professionals (pp. 307–317). Austin, TX: Pro-Ed.
Sears, C. J. (1981). The tactilely defensive child. Academic Therapy, 16, 563–569.
Shafer, E. (1994). A review of interventions to teach a mand repertoire. The Analysis of Verbal Behavior, 12, 53–66.
Simic, J., & Bucher, B. (1980). Development of spontaneous manding in language deficient children. Journal of Applied Behavior Analysis, 13, 523–528.
Sundberg, M. L., & Michael, J. (2001). The benefits of Skinner’s analysis of verbal behavior for children with autism. Behavior Modification, 25, 698–724.
Sundberg, M. L., & Partington, J. W. (1998). Teaching language to children with autism or other developmental disabilities. Danville, CA: Behavior Analysts.
Taylor, B. A., & McDonough, K. A. (1996). Selecting teaching programs. In C. Maurice, G. Green & S. Luce (Eds.), Behavioral intervention for young children with autism: A manual for parents and professionals (pp. 63–177). Austin, TX: Pro-Ed.
Tirapelle, L., & Cipani, E. (1992). Developing functional requesting: Acquisition, durability, and generalization of effects. Exceptional Children, 58, 260–269.
Author information
Authors and Affiliations
Corresponding author
Additional information
This research is based on the master’s thesis of the first author who wishes to offer special thanks to Dr. G. Roy Mayer and Dr. William Frea for their encouragement and support. Janet I. Yi is now at Behavioral Education for Children with Autism (BECA).
Rights and permissions
About this article
Cite this article
Yi, J.I., Christian, L., Vittimberga, G. et al. Generalized Negatively Reinforced Manding in Children with Autism. Analysis Verbal Behav 22, 21–33 (2006). https://doi.org/10.1007/BF03393024
Published:
Issue Date:
DOI: https://doi.org/10.1007/BF03393024