Function Based Intervention
Part 1:
Create a scatter plot for an identified behavior within your workplace, report your results, and explain any patterns that may exist. Your post should be a minimum of 500 words long and supported with appropriate scholarly references. As you create your scatter plot, pay attention to the following three objectives of the activity.
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Order Paper Now- You must use dimensions of ABA to evaluate whether interventions are behavior analytic in nature.
- You must select function-based interventions after addressing response effort, practitioner skills, contextual fit, practicality, treatment acceptability, and administrative support.
- You must describe assessment results and interventions in language appropriate for practitioners (i.e., without technical jargon, without mentalistic explanations).
Part 2:
How will the information in the attached PowerPoint presentation prove applicable to your work as a behavior analyst? How did this general discussion help broaden your understanding of the unit’s objectives? Be sure to support your reflection and observations with scholarly references, where applicable.
References to be utilized:
Cooper, Heron & Heward Applied Behavior Analysis 2007/2012
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Chapter 23:
Antecedent Interventions
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Conceptual Understanding of Antecedent Interventions
- Literature has classified all antecedent-based behavior change strategies under single terms
- e.g. antecedent procedures, antecedent control, antecedent manipulations, antecedent interventions
- Using the same terms may cause confusion or fail to recognize the different functions
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Conceptual Understanding of Antecedent Interventions
- SD’s – evoke behavior due to past correlation with increased availability of reinforcement
- MO’s – increase current frequency of behavior when an effective reinforcer is not available
- Each has different implications for how behavior change strategies should be implemented and manipulated
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Classifying Functions of Antecedent Stimuli
- Categories for functions of antecedent stimuli
- Contingency dependent
- Contingency independent
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Classifying Functions of Antecedent Stimuli
- Contingency dependent
- Antecedent event is dependent on the consequences of behavior for developing evocative & abative effects
- All stimulus control functions
- Referred to as antecedent control
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Classifying Functions of Antecedent Stimuli
- Contingency independent
- Antecedent event is not dependent on the consequences of behavior for developing evocative & abative effects
- Antecedent itself affects behavior-consequence relations
- MO’s are contingency independent
- Referred to as antecedent intervention
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Antecedent Intervention
- Antecedent interventions serve to have abolishing operations
- Used in isolation or in combination (i.e. treatment packages
- Decrease the effectiveness of reinforcers that maintain problem behavior
- Effects of MO’s are temporary (Smith & Iwata, 1997)
- Will not produce permanent improvements in behavior
- Can be used simultaneously to reduce problem behavior
- Most often antecedent interventions serve as a component of treatment package
- Produce more maintaining effects
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Antecedent Intervention
- Interventions with established experimental results
- Noncontingent reinforcement (NCR)
- High-probability request sequence
- Functional communication training (FCT)
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Noncontingent Reinforcement
- NCR is an antecedent intervention
- Stimuli with known reinforcing properties are delivered on a fixed-time (FT) or variable-time (VT) schedule independent of the learner’s behavior (Vollmer et al., 1993)
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Noncontingent Reinforcement
- May effectively decrease problem behavior because reinforcers that maintain the problem behavior are available freely & frequently
- Functions as an abolishing operation (AO)
- Referred to as presenting stimuli with known reinforcing properties
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Noncontingent Reinforcement
- Uses three distinct procedures that identify & deliver stimuli with known reinforcing properties
- Positive reinforcement
- Negative reinforcement
- Automatic reinforcement
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Noncontingent Reinforcement
- NCR with positive reinforcement
- Kahng, Iwata, Thompson, and Hanley (2000)
- Study demonstrated the use of positive reinforcement (i.e. attention & food) for three individuals with developmental disabilities as an antecedent intervention to decrease problem behaviors found during analysis to be maintained by the positive reinforcement
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Noncontingent Reinforcement
- NCR with negative reinforcement
- Kodak, Miltenberger, and Romaniuk (2003)
- Study demonstrated the use of negative reinforcment (i.e. break from instructional requests) for two individuals with autism as an antecedent intervention t decrease problem behaviors found during analysis to be maintained by negative reinforcement
- Increased participants’ compliance & decreased problem behaviors
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Noncontingent Reinforcement
- NCR with automatic reinforcement
- Lindberg, Iwata, Roscoe, Worsdell, and Hanley (2003)
- Study demonstrated the use of automatic reinforcement (i.e. physical manipulation of highly preferred leisure items) for two individuals with profound mental retardation to decrease SIB found during analysis to be maintained by automatic reinforcement
- Demonstrated that NCR object manipulation could compete with automatic reinforcement to reduce SIB
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Noncontingent Reinforcement
- Using NCR effectively
- Three key elements to enhance effectiveness
- Amount & quality of stimuli with known reinforcing effectiveness of NCR
- Inclusion of extinction with NCR interventions
- Vary the available stimuli with NCR intervention to reduce problems of changing preferences
- Proper utilization of information obtained through FBA
- Correct identification of maintaining contingencies of reinforcement
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Noncontingent Reinforcement
- Ringdahl, Vollmer, Borrero, and Connell (2001)
- Study demonstrates the importance of the schedule under which reinforcement is delivered in NCR
- Similarities between baseline and initial NCR may be ineffective
- Denser reinforcement (than during baseline) during initial NCR ensures discrepancy & better chances for intervention to be successful
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Noncontingent Reinforcement
- Ringdahl et al. (2001) suggest three procedures for emphasizing reinforcement during NCR intervention
- Increase the delivery of stimuli with known reinforcing properties
- Use an obviously different schedule of reinforcement at treatment onset
- Combine DRO with the NCR treatment package
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Noncontingent Reinforcment
- Time schedules for NCR
- Typically most applications use a FT schedule
- Also can be done using a VT schedule
- Establishing the initial schedule is crucial & can impact the overall effectiveness of the intervention
- Recommendation is to start with a dense FT or VT schedule
- Can be done arbitrarily
- More effective to base it on the number of occurrences of problem behavior
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Noncontingent Reinforcement
- To determine the initial NCR schedule
- Divide the total duration of all baseline sessions by the total number of occurrences of the problem behavior (during baseline)
- Set the initial interval at or slightly below the quotient
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Noncontingent Reinforcement
- Thinning the time-based schedules
- Completed by adding small time increments to the NCR interval
- Best done after the initial NCR interval has produced reduction in problem behavior
- Can be accomplished using three procedures
- Constant time increases
- Proportional time increases
- Session-to-session time increase or decrease
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Noncontingent Reinforcement
- Constant time increases
- Increase the FT or VT schedule intervals by using a constant duration of time
- Decrease the amount of time the individual has access to the SCR stimuli by a constant duration of time
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Noncontingent Reinforcement
- Proportional time increase
- Increase the FT or VT schedule interval proportionately
- Each time the schedule is increased by the same amount of time
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Noncontingent Reinforcement
- Session-to-session time increase or decrease
- Use the individual’s performance to change the schedule interval on a session-to-session basis
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
Noncontingent Reinforcement
- Additional considerations for NCR
- Establish a terminal criteria
- Weigh the possible advantages against possible disadvantages before deciding to utilize NCR with any indivdual
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
High-Probability
Request Sequence
- Referred to as high-p request sequence
- Delivery of a high-p request sequence involves
- Presentation of a series of easy-to-follow requests for which the individual has a history of compliance (i.e. high-p requests)
- When individual complies with several high-p requests, provide individual with target request (i.e. low-p)
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
High-Probability
Request Sequence
- Behavioral effects of high-p request sequence suggests the abative effects of an AO by
- Reducing the value of reinforcement for non-compliance to low-p requests
- Reducing the aggression & self-injury typically associated with low-p requests
- Provides non-aversive procedure for improving compliance by diminishing escape-maintained problem behaviors
- May decrease excessive slowness in responding to requests & increase time used for completing tasks
Cooper, Heron, and Heward
Applied Behavior Analysis, Second Edition
Copyright © 2007 by Pearson Education, Inc.
All rights reserved
High-Probability
Request Sequence
- Apply the high-p request sequence by
- Selecting 2-5 short tasks with which the individual has a history of compliance
- Present the high-p request s
