Abstract
Objectives
The effects of a multiple schedule of reinforcement for two children with autism spectrum disorder who engaged in problem behavior were evaluated in a school setting.
Methods
Following functional behavior assessments, functional communication training was provided to teach a replacement behavior for requesting preferred items. Next, we introduced a fixed-sequence multiple schedule of reinforcement with one S-Delta within a reversal design.
Results
One child’s problem behavior was reduced with the initial treatment, but the other child required the addition of an alternative activity procedure. Resurgence of problem behavior was observed with the child whose treatment did not include an alternative activity procedure. Generalized responding across teachers and settings was demonstrated for one of the two children.
Conclusions
The addition of an alternative activity was necessary for one child. The use of an alternative activity in a multiple schedule of reinforcement intervention may facilitate generalized responding.
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RM: designed and executed the study, assisted with the data analyses, and wrote the first draft of the paper. AV: collaborated with the data collection and writing of the study. CW: collaborated with the design and writing of the study. RP: collaborated with the design and writing of the study. RL: collaborated in the writing and editing of the final manuscript. All authors approved the final version of the manuscript for submission.
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All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards. The study was approved by the Institutional Review Board of the University of North Carolina at Charlotte.
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Muharib, R., Voggt, A.P., Wood, C.L. et al. Further Evaluation of a Multiple Schedule Thinning Procedure Following Functional Communication Training in a School Setting. Adv Neurodev Disord 5, 204–217 (2021). https://doi.org/10.1007/s41252-021-00196-9
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DOI: https://doi.org/10.1007/s41252-021-00196-9