Abstract
We evaluated the effectiveness of teaching 2 functionally and topographically dissimilar communication responses within the same sessions following a functional analysis with a synthesized contingency. We also conducted stimulus-control probes to determine the extent to which communication responses and problem behavior occurred when each contingency was presented in isolation. The child in the current study acquired communicative responses for both reinforcers, and problem behavior decreased during functional communication training (FCT). Further, relevant communication responses occurred in the respective stimulus-control probes. Results are discussed in terms of implications for research and practice regarding methods for conducting FCT following functional analyses with synthesized contingencies.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Beavers, G. A., Iwata, B. A., & Lerman, D. C. (2013). Thirty years of research on the functional analysis of problem behavior. Journal of Applied Behavior Analysis, 46, 1–21. https://doi.org/10.1002/jaba.30.
Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111–126. https://doi.org/10.1901/jaba.1985.18-111.
DeLeon, I. G., & Iwata, B. A. (1996). Evaluation of a multiple-stimulus presentation format for assessing reinforcer preferences. Journal of Applied Behavior Analysis, 29, 519–533. https://doi.org/10.1901/jaba.1996.29-519.
Falcomata, T. S., Wacker, D. P., Ringdahl, J. E., Vinquist, K., & Dutt, A. (2013). An evaluation of generalization of mands during functional communication training. Journal of Applied Behavior Analysis, 46, 444–454. https://doi.org/10.1002/jaba.37.
Ferster, C. B., & Skinner, B. F. (1957). Schedules of reinforcement. Upper Saddle River: Prentice-Hall.
Frost, L., & Bondy, A. (2002). The picture exchange communication system training manual (2nd ed.). New Castle: Pyramid Educational Consultants.
Ghaemmaghami, M., Hanley, G. P., Jessel, J., & Landa, R. (2018). Shaping complex functional communication responses. Journal of Applied Behavior Analysis, 51, 502–520. https://doi.org/10.1002/jaba.468.
Ghaemmaghami, M., Hanley, G. P., Jin, S. C., & Vanselow, N. R. (2016). Affirming control by multiple reinforcers via progressive treatment analysis. Behavioral Interventions, 31, 70–86. https://doi.org/10.1002/bin.1425.
Hagopian, L. P., Bruzek, J. L., Bowman, L. G., & Jennett, H. K. (2007). Assessment and treatment of problem behavior occasioned by interruption of free-operant behavior. Journal of Applied Behavior Analysis, 40, 89–103. https://doi.org/10.1901/jaba.2007.63-05.
Hagopian, L. P., Rooker, G. W., Jessel, J., & DeLeon, I. G. (2013). Initial functional analysis outcomes and modifications in pursuit of differentiation: A summary of 176 inpatient cases. Journal of Applied Behavior Analysis, 46, 88–100. https://doi.org/10.1002/jaba.25.
Hanley, G. P. (2012). Functional assessment of problem behavior: Dispelling myths, overcoming implementation obstacles, and developing new lore. Behavior Analysis in Practice, 5, 54–72. https://doi.org/10.1007/BF03391818.
Hanley, G. P., Iwata, B. A., & McCord, B. E. (2003). Functional analysis of problem behavior: A review. Journal of Applied Behavior Analysis, 36, 147–185. https://doi.org/10.1901/jaba.2003.36147.
Hanley, G. P., Jin, C. S., Vanselow, N. R., & Hanratty, L. A. (2014). Producing meaningful improvements in problem behavior of children with autism via synthesized analyses and treatments. Journal of Applied Behavior Analysis, 47, 16–36. https://doi.org/10.1002/jaba.106.
Howlin, P., Moss, P., Savage, S., & Rutter, M. (2013). Social outcomes in mid- to later adulthood among individuals diagnosed with autism and average nonverbal IQ as children. Journal of the American Academy of Child & Adolescent Psychiatry, 52, 572–581. https://doi.org/10.1016/j.jaac.2013.02.017.
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis, 27, 197–209. https://doi.org/10.1901/jaba.1994.27-197 (Reprinted from Analysis and Intervention in Developmental Disabilities, 2, 3–20, 1982).
Iwata, B. A., & Dozier, C. L. (2008). Clinical application of functional analysis methodology. Behavior Analysis in Practice, 1, 3–9. https://doi.org/10.1007/BF03391714.
Kuhn, D. E., Hardesty, S. L., & Sweeney, N. M. (2009). Assessment and treatment of excessive straightening and destructive behavior in an adolescent diagnosed with autism. Journal of Applied Behavior Analysis, 42, 355–360. https://doi.org/10.1901/jaba.2009.42-355.
Lang, R., Davis, T., O’Reilly, M., Machalicek, W., Rispoli, M., Sigafoos, J., ... Regester, A. (2010). Functional analysis and treatment of elopement across two school settings. Journal of Applied Behavior Analysis, 43, 113–116. https://doi.org/10.1901/jaba.2010.43-113.
Lindauer, S. E., Zarcone, J. R., Richman, D. M., & Schroeder, S. R. (2002). A comparison of multiple reinforcer assessments to identify the function of maladaptive behavior. Journal of Applied Behavior Analysis, 35, 299–303. https://doi.org/10.1901/jaba.2002.35-299.
Rooker, G. W., DeLeon, I. G., Borrero, C. S. W., Frank-Crawford, M. A., & Roscoe, E. M. (2014). Reducing ambiguity in the functional assessment of problem behavior. Behavioral Interventions, 30, 1–35. https://doi.org/10.1002/bin.1400.
Rooker, G. W., Iwata, B. A., Harper, J. M., Fahmie, T. A., & Camp, E. M. (2011). False-positive tangible outcomes of functional analyses. Journal of Applied Behavior Analysis, 44, 737–745. https://doi.org/10.1901/jaba.2011.44-737.
Roscoe, E. M., Schlichenmeyer, K. J., & Dube, W. V. (2015). Functional analysis of problem behavior: A systematic approach for identifying idiosyncratic variables. Journal of Applied Behavior Analysis, 48, 289–314. https://doi.org/10.1002/jaba.201.
Santiago, J. L., Hanley, G. P., Moore, K., & Jin, C. S. (2016). The generality of interview-informed functional analyses: Systematic replications in school and home. Journal of Autism and Developmental Disorders, 46, 797–811. https://doi.org/10.1007/s10803-015-2617-0.
Slaton, J. D., Hanley, G. P., & Raftery, K. J. (2017). Interview-informed functional analyses: A comparison of synthesized and isolated components. Journal of Applied Behavior Analysis, 50, 252–277. https://doi.org/10.1002/jaba.38.
Strohmeier, C. W., Murphy, A., & O’Connor, J. T. (2017). Parent-informed test-control functional analysis and treatment of problem behavior related to combined established operations. Developmental Neurorehabilitation, 20, 247–252. https://doi.org/10.3109/17518423.2015.1133723.
Sundberg, M. L., & Partington, J. W. (1998). Teaching language to children with autism or other developmental disabilities. Pleasant Hill: Behavior Analysts.
Taylor, J. L., & Seltzer, M. M. (2011). Employment and post-secondary educational activities for young adults with autism spectrum disorders during the transition to adulthood. Journal of Autism and Developmental Disorders, 41, 566–574. https://doi.org/10.1007/s10803-010-1070-3.
Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A review and practical guide. Behavior Analysis in Practice, 1, 16–23. https://doi.org/10.1007/BF03391716.
Whitaker, P. (2004). Fostering communication and shared play between mainstream peers and children with autism: Approaches, outcomes, and experiences. British Journal of Special Education, 31, 212–222. https://doi.org/10.1111/j.0952-3383.2004.00357.x.
Acknowledgements
We thank Jordy and his family for participating in the study.
Funding
This study did not receive funding.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of Interest
All authors declare they have no conflicts of interest.
Ethical Approval
All procedures performed were in accordance with the ethical standards of the institutional research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Informed Consent
Informed consent was obtained from all individual participants included in the study.
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Boyle, M.A., Stamper, S.M., Donaldson, E.A. et al. Functional Communication Training for Multiple Reinforcers: an Evaluation of Isolated Control Following a Synthesized Context. Behav Analysis Practice 12, 592–599 (2019). https://doi.org/10.1007/s40617-018-00320-7
Published:
Issue Date:
DOI: https://doi.org/10.1007/s40617-018-00320-7