RESUMO
A functional analysis identified the reinforcers for 3 participants' problem behavior, but only relatively mild problem behaviors (e.g., screaming, disruption) were observed when all topographies produced tested consequences. We then conducted an extinction analysis in which specific topographies produced a reinforcer while all other topographies were on extinction. The extinction analysis confirmed that the same reinforcer identified in the initial functional analysis maintained more severe topographies of problem behavior (e.g., aggression). In addition, results of the extinction analysis indicated that 2 of the participants displayed patterns of responding consistent with a response class hierarchy hypothesis, in which less severe problem behavior frequently occurred prior to more severe topographies. The 3rd participant displayed a response pattern indicative of differential reinforcement effects.
Assuntos
Transtorno do Deficit de Atenção com Hiperatividade/terapia , Transtornos do Comportamento Infantil/terapia , Agressão/psicologia , Transtorno do Deficit de Atenção com Hiperatividade/diagnóstico , Transtorno do Deficit de Atenção com Hiperatividade/psicologia , Terapia Comportamental/métodos , Criança , Transtornos do Comportamento Infantil/diagnóstico , Transtornos do Comportamento Infantil/psicologia , Pré-Escolar , Deficiências do Desenvolvimento/psicologia , Extinção Psicológica , Feminino , Humanos , Masculino , Reforço Psicológico , Índice de Gravidade de Doença , Transtorno de Movimento Estereotipado/diagnóstico , Transtorno de Movimento Estereotipado/psicologia , Transtorno de Movimento Estereotipado/terapia , Análise e Desempenho de Tarefas , Resultado do TratamentoRESUMO
This article examined the relationship between the accuracy of academic responding and aggression for two boys with mild mental retardation. Their teacher reported low rates of correct responding and high rates of aggressive behavior during spelling instruction. A functional analysis showed that aggression was escape maintained. Following the functional analysis, participants were tested on relations between printed, photographic, and dictated stimuli corresponding to their spelling words. On pretests, they were unable to match printed words to their photographs or to their dictated names; they could neither name the printed words nor spell the photographs or dictated words. High rates of aggression were observed during the pretests. The participants then were taught the letter-by-letter construction of the appropriate words when shown photographs. On posttests, the participants correctly matched printed words to their photographs and dictated names. In addition, they correctly named printed words and spelled dictated words orally. Data showed that rates of problem behavior negatively covaried with improvements in the participants' academic responding.
Assuntos
Logro , Agressão/psicologia , Terapia Comportamental , Educação Inclusiva , Sintomas Afetivos/psicologia , Sintomas Afetivos/terapia , Análise de Variância , Transtornos de Deficit da Atenção e do Comportamento Disruptivo/psicologia , Transtornos de Deficit da Atenção e do Comportamento Disruptivo/terapia , Criança , Reação de Fuga , Humanos , Masculino , Admissão do Paciente , Reconhecimento Visual de Modelos , Aprendizagem VerbalRESUMO
Specific extinction procedures were matched to the function of two target behaviors displayed by the same individual, with results indicating that the matched extinction procedure suppressed the behavior for which it was designed. One of the target behaviors was exposed to an irrelevant extinction procedure, which produced no beneficial effects. These results support previous research indicating the need to match extinction procedures to the function of problem behavior.
Assuntos
Transtorno Autístico/complicações , Extinção Psicológica , Deficiência Intelectual/complicações , Comportamento Autodestrutivo/reabilitação , Adulto , Terapia Comportamental/métodos , Feminino , Humanos , Comportamento Autodestrutivo/etiologiaRESUMO
Noncontingent reinforcement (NCR) as a treatment for problem behavior has typically included (a) continuous access to reinforcers at the onset of treatment and (b) extinction. We extended research on NCR by conducting a three-phase preliminary investigation of these components. In Phase 1, a functional analysis showed that the problem behavior of 3 participants with developmental disabilities was maintained by tangible positive reinforcement. In Phase 2, treatment started with the initial NCR interval based on the latency to the first problem behavior during baseline. In Phase 3, treatment consisted of NCR without extinction to determine whether extinction was an essential treatment component. Results showed that the initial NCR schedule based on latency (Phase 2) and NCR without extinction (Phase 3) were effective for reducing rates of problem behavior compared with baseline. Findings are discussed regarding the initial schedule of reinforcement and extinction as components of NCR.
Assuntos
Agressão/psicologia , Terapia Comportamental/métodos , Deficiência Intelectual/reabilitação , Esquema de Reforço , Comportamento Autodestrutivo/prevenção & controle , Criança , Pré-Escolar , Educação de Pessoa com Deficiência Intelectual , Extinção Psicológica , Humanos , Deficiência Intelectual/psicologia , Masculino , Comportamento Autodestrutivo/psicologiaRESUMO
The aggressive behavior of a young boy with developmental delays occurred most frequently following a request to pick up his toys. The request ended a period of play and social interaction. This suggested the presence of multiple establishing operations. The initial treatment consisted of praise, a break, and access to the toys contingent on compliance. Results showed that aggression decreased only when we added social interaction to the break. Findings are discussed regarding treating multiply controlled problem behavior without extinction.