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Differential reinforcement of other behavior (DRO) is a commonly used reinforcement-based system for reducing problem behavior. DRO systems are particularly useful in that they are effective for the treatment of maladaptive behavior and can be individualized based on the needs of the learner. One possible way to enhance the effectiveness of DRO systems is the use of signaled delays. In the present study, the effectiveness of signaled and unsignaled DRO systems was compared for the treatment of stereotypical behavior in three adolescents and adults diagnosed with autism spectrum disorder (ASD). Results from this study suggested that while the unsignaled DRO condition was effective at reducing stereotypical behavior for one of three participants, the signaled DRO condition was effective for all three participants.

Differential reinforcement of other behavior (DRO) is a commonly used reinforcement-based system for reducing problem behavior. DRO systems are particularly useful in that they are effective for the treatment of maladaptive behavior and can be individualized based on the needs of the learner. One possible way to enhance the effectiveness of DRO systems is the use of signaled delays. In the present study, the effectiveness of signaled and unsignaled DRO systems was compared for the treatment of stereotypical behavior in three adolescents and adults diagnosed with autism spectrum disorder (ASD). Results from this study suggested that while the unsignaled DRO condition was effective at reducing stereotypical behavior for one of three participants, the signaled DRO condition was effective for all three participants., Author(s): James C. Maraventano [sup.1], Catherine B. Kishel [sup.1] [sup.2], Robert H. LaRue [sup.1], Jenna Budge [sup.1], David Singer [sup.1] Author Affiliations: (1) grid.430387.b, 0000 0004 1936 8796, Graduate School [...]

Given the effectiveness of putative escape extinction as treatment for feeding problems, it is surprising that little is known about the effects of escape as reinforcement for appropriate eating during treatment. In the current investigation, we examined the effectiveness of escape as reinforcement for mouth clean (a product measure of swallowing), escape as reinforcement for mouth clean plus escape extinction (EE), and EE alone as treatment for the food refusal of 5 children. Results were similar to those of previous studies, in that reinforcement alone did not result in increases in mouth clean or decreases in inappropriate behavior (e.g., Piazza, Patel, Gulotta, Sevin, & Layer, 2003). Increases in mouth clean and decreases in inappropriate behavior occurred when the therapist implemented EE independent of the presence or absence of reinforcement. Results are discussed in terms of the role of negative reinforcement in the etiology and treatment of feeding problems. (Contains 8 figures.)

As individuals with autism age out of the educational system, families and practitioners are faced with a number of challenges, including placement concerns and limited behavioral support. Among the most significant concerns is the assessment and treatment of challenging behavior in this population. While assessment and treatment strategies have been well described in the literature, practical solutions for adults with autism are needed. The current manuscript reviews some of the challenges to best practice with older learners and potential risk factors associated with the absence of effective intervention. Alternative assessment and treatment strategies, with implications for adults on the autism spectrum, are presented as part of the review.

In recent years, there has been a great deal of controversy regarding the definition and independence of Positive Behavioral Supports (PBS) within the context of behavioral intervention. Specifically, behavior analysts have argued over whether PBS is subsumed within Applied Behavior Analysis (ABA) or whether it can be considered a separate discipline. Proponents of separatism have cited PBS's emphasis on quality of life, normalization and consumer choice. Proponents of integration have noted that the science of behavior underlies all of ABA and PBS, that PBS can be considered an evolution of the field of ABA, and that philosophical differences should not obscure science and history. In this article, the dangers of divergence beyond such philosophical debate are discussed. In addition, the ramifications of divergence for consumers and other stakeholders are reviewed. The authors note that goals are less likely to be achieved in the climate of divisiveness, and urge behavior analysts to consider the benefits of an expanded and unified definition of our science.

Challenging behavior can create significant obstacles to academic and social progress for individuals in a school setting, particularly those with developmental disabilities. Functional assessments such as rating scales, ABC analyses, and functional analyses, are evidenced to be the most effective methods for identifying the maintaining variables of problem behavior and for informing efficient, function-based interventions. Although the empirical literature and federal mandates support the use of functional assessment, obstacles to the practical application of these procedures in school settings (e.g., training requirements, time constraints) may deter school staff from using them consistently. Recent research has addressed some of these concerns, and there is developing evidence for briefer, more user-friendly versions of functional assessment. Practitioners can maximize the effectiveness of the intervention process by linking treatment components to functional assessment results. Effective, function-based interventions are comprised of procedures designed to reduce target behavior prior to it occurrence, procedures to teach the learner to access the reinforcer (or an adaptive alternative) appropriately, and systematic procedures for responding to the behavior. Future studies should continue to refine these procedures and address the use of functional assessment with ext ended populations, including adults with disabilities and typically developing children.

Functional analysis procedures have been effectively used to determine the maintaining variables for challenging behavior and subsequently develop effective interventions. However, fear of evoking dangerous topographies of maladaptive behavior and concerns for reinforcing infrequent maladaptive behavior present challenges for people working in applied settings. The present investigation sought to evaluate the utility of an adjunctive functional analysis model that involved the reinforcement of mands rather than problem behavior and compared the results to traditional functional analyses. The results from the manding analysis yielded results similar to the traditional FA in 3 of 4 cases. These findings suggest that manding analyses may represent a useful assessment tool for difficult to assess problem behavior or for individuals in settings where consultative support is limited. (Contains 4 figures and 1 table.)

Functional analysis represents a sophisticated and empirically supported functional assessment procedure. While these procedures have garnered considerable empirical support, they are often underused in clinical practice. Safety risks resulting from the evocation of maladaptive behavior and the length of time required to conduct functional analyses may deter practitioners from using models of assessment with considerable empirical support. The current study evaluated a trial-based model of functional analysis that limited opportunities to engage in problem behavior and used 1-2 min sessions to shorten analysis time. The results from the trial-based analysis were then compared to the results of traditional functional analyses. Correspondence between both models of assessment was strong. Exact correspondence was observed for 4 of the 5 participants. In addition, the trial-based procedure did not require the repeated reinforcement of maladaptive behavior and results were obtained in 84.8% less time. (Contains 2 figures and 2 tables.)

Although a vast literature has indicated that stimulant medications are effective for reducing inappropriate behavior in children with attention deficit hyperactivity disorder (ADHD), the effects of stimulant medication on ancillary behaviors (e.g., play) have yet to be investigated with the same rigor. We used a reinforcer assessment procedure to evaluate the effects of medication on the play and social behavior of 5 preschool children who had been diagnosed with ADHD. Conditions included (a) social reinforcement (i.e., playing with friends), (b) alone play, and (c) quiet time (i.e., resting). Results indicated that 1 of the 5 participants selected fewer social reinforcers and more nonsocial reinforcers (alone play or quiet time) while on medication. The findings indicate that the reinforcer assessment procedure may be a viable way to evaluate medication effects on an ongoing basis and to inform treatment decisions. (Contains 1 figure.)

The growing influx of immigrant families into the USA necessitates an understanding of how these families manage mental health disorders. Few studies have documented the ways in which autism spectrum disorders (ASD) are understood across different immigrant groups. This lack of knowledge creates barriers for practitioners who are encountering immigrant families in their practice. The present paper provides a conceptual framework of how cultural values and beliefs shape the way diagnosis, etiology and treatment of ASD is perceived by both immigrant families and western practitioners and how differences in perspectives may create obstacles in treatment planning. A review of the literature describing practical and cultural barriers to mental health access and research among immigrant populations is also presented. Finally, recommendations are offered to practitioners, families and individuals with ASD to aid in increasing understanding and collaboration among these populations when designing and implementing treatment interventions.

Although a vast literature has indicated that stimulant medications are effective for reducing inappropriate behavior in children with attention deficit hyperactivity disorder (ADHD), the effects of stimulant medication on ancillary behaviors (e.g., play) have yet to be investigated with the same rigor. We used a reinforcer assessment procedure to evaluate the effects of medication on the play and social behavior of 5 preschool children who had been diagnosed with ADHD. Conditions included (a) social reinforcement (i.e., playing with friends), (b) alone play, and (c) quiet time (i.e., resting). Results indicated that 1 of the 5 participants selected fewer social reinforcers and more nonsocial reinforcers (alone play or quiet time) while on medication. The findings indicate that the reinforcer assessment procedure may be a viable way to evaluate medication effects on an ongoing basis and to inform treatment decisions. DESCRIPTORS: attention deficit hyperactivity disorder, behavioral pharmacology, reinforcer assessment, stimulant medication

Although experimental analysis methodologies have been useful for identifying the function of a wide variety of target behaviors (e.g., Iwata, Dorsey, Slifer, Bauman, & Richman, 1982/1994), only recently have such procedures been applied to verbal operants (Lerman et al., 2005). In the current study, we conducted a systematic replication of the methodology developed by Lerman et al. Participants were 4 children who had been diagnosed with developmental disabilities and who engaged in limited vocal behavior. The function of vocal behavior was assessed by exposing target vocal responses to experimental analyses. Results showed that experimental analyses were generally useful for identifying the functions of vocal behavior across all participants. DESCRIPTORS: autism, developmental disabilities, functional analysis, language, speech, verbal behavior

The conceptual basis for many effective language-training programs are based on Skinner's (1957) analysis of verbal behavior. Skinner described several elementary verbal operants including mands, tacts, intraverbals, and echoics. According to Skinner, responses that are the same topography may actually be functionally independent. Previous research has supported Skinner's assertion of functional independence (e.g., Hall & Sundberg, 1987; Lamarre & Holland, 1985), and some research has suggested that specific programming must be incorporated to achieve generalization across verbal operants (e.g., Sigafoos, Reichle, & Doss, 1990). The present study provides further analysis of the independence of verbal operants when teaching language to children with autism and other developmental disabilities. In the current study, 3 participants' vocal responses were first assessed as mands or tacts. Generalization for each verbal operant across alternate conditions was then assessed and subsequent training provided as needed. Results indicated that generalization across verbal operants occurred across some, but not all, vocal responses. These results are discussed relative to the functional independence of verbal operants as described by Skinner. DESCRIPTORS: autism, communication training, developmental disabilities, generalization, language, speech, verbal behavior