Differential Reinforcement Of Incompatible Behavior Research Articles

경쟁자극을 활용한 비유관강화와 상반행동차별강화가 자폐성장애 유아의 비영양적 빨기에 미치는 효과

경쟁자극을 활용한 비유관강화와 상반행동차별강화가 자폐성장애 유아의 비영양적 빨기에 미치는 효과

Reducing Stereotypies for a Student With Deafblindness

Introduction: Little is known about the effects of specific behavioral strategies to reduce stereotypy and self-injury for learners with sensory impairments and additional disabilities. Method: A single-subject, multi-treatment withdrawal design was used to test the isolated and combined effects of physical prompting to engage in object manipulation of preferred items, contingent reinforcement, and response blocking on target hand-related stereotypy and object manipulation for one 9-year-old boy with deafblindness and additional disabilities. Results: A functional relation was observed to show that hand-related stereotypy decreased due to prompting and reinforcement of object manipulation. Adding response blocking had inconsistent positive effects on stereotypy, and a functional relation was not observed. Prompting alone did not appear to increase object manipulation until contingent reinforcement was added, and response blocking did not appear to have an additive effect to increase object manipulation. Discussion: Results contradict findings of the replicated study and indicate need for further research, including research carried out in natural environments. Implications for Practitioners: Practitioners can use this research to justify the application of differential reinforcement of incompatible behavior using functional activities that result in meaningful reinforcement for students.

상반행동 차별강화와 반응차단을 이용한 동시 중재가 지적장애 아동의 이식증에 미치는 효과: 예비연구

상반행동 차별강화와 반응차단을 이용한 동시 중재가 지적장애 아동의 이식증에 미치는 효과: 예비연구

Reducing Elopement in a Preschooler with Autism Using Differential Reinforcement

Elopement is a behavior that occurs in many children with autism spectrum disorder as well as other developmental disorders that often places them at risk of injury or death from traffic or drowning. A multiple baseline design across three targeted transitions was used in this study to evaluate the effectiveness of a differential reinforcement of incompatible behavior (DRI) intervention implemented by the child’s classroom teacher and paraeducator during the school day. The behavioral skills training (BST) model was followed to train the classroom teacher and paraprofessional staff to implement DRI to eliminate the elopement of the preschool student with ASD. The BST model of training resulted in staff quickly acquiring the data collection and DRI skills and maintaining mastery of the procedures without further training. The student’s straying and elopement behaviors were eliminated across transitions as well as during the fading of reinforcement phase. The school staff reported a positive perception on the use of the DRI intervention.

Ugdytinio, turinčio autizmo spektro sutrikimą, probleminio elgesio keitimas pritaikant funkcinio elgesio vertinimo metodiką

Autizmo spektro sutrikimą turintiems vaikams dažnai papildomai diagnozuojamas emocijų ir elgesio sutrikimas. Straipsnyje analizuojamos funkcinio elgesio vertinimo metodikos panaudojimo galimybės keičiant autizmo spektro sutrikimą turinčio ugdytinio probleminį elgesį. Empiriniu tyrimu siekiama atskleisti, kaip funkcinio elgesio vertinimo metodika gali būti panaudota pedagoginėms technologijoms, ugdymo turinį derinant su besimokančiojo individualia patirtimi ir mokymosi ypatumais.

Efficacy of differential reinforcement of incompatible behavior in college classroom on student’s tardiness and evaluation of the class

Efficacy of differential reinforcement of incompatible behavior in college classroom on student’s tardiness and evaluation of the class

The Use of Visual-based Simulated Environments in Teacher Preparation

While virtual technology for training in the simulation field has a long history in medicine, aviation, and the military, the application of similar emerging and innovative technologies in teacher preparation and education has been limited. TLE TeachLive™ (Teaching Learning Environment, Teaching in a Virtual Environment) [TLE] is an inventive mixed-reality environment (the blending of real and synthetic content) where prospective teachers can interact with a group of virtual students. The purpose of the virtual teaching environment of TLE is to strengthen teacher recruitment, preparation, and retention in education by allowing teachers to improve their skills with virtual students, providing a more constructive and ethical approach to learning the art of teaching. The protected environment allows pre-service teachers to utilize their emergent knowledge of behavior, diversity, and effective instruction in a flexible and safe practice environment. In this simulated environment, permission does not have to be gained to work with actual children and they are not exposed to missteps on the part of novice teachers as the teachers learn to refine their instructional techniques. This study investigated pre-service teachers’ use of differential reinforcement of incompatible behavior, a set of behavior management strategies, in a simulated classroom. Results indicated that the majority of participants evidenced an increase in the use of these strategies to enhance student engagement in the classroom.

Behavior improvement by differential reinforcement of incompatible behavior in children with autism

Behavior improvement by differential reinforcement of incompatible behavior in children with autism

Management of Specific and Excessive Posturing Behavior in a Hyacinth Macaw (Anodorhynchus hyacinthinus) by Using Applied Behavior Analysis

Applied behavior analysis was used in a female hyacinth macaw (Anodorhynchus hyacinthinus) to reduce specific, excessive mating-type posturing that had become disruptive due to increased frequency, duration, and intensity. A functional assessment and intervention design worksheet was used to evaluate behavior-environment relations and to develop an individualized behavior-change plan. The functional assessment indicated that human attention was maintaining the behavior. The intervention, differential reinforcement of incompatible behavior, was implemented to increase attention for standing upright and to remove attention for posturing. Within 1 month, posturing decreased to acceptable levels and was replaced with an upright posture. Problem behaviors that appear "reproductive" may be responsive to behavior management alone. Applied behavior analysis and a functional assessment and intervention design are ideal tools to address problem behavior in avian patients.

Active versus passive management of post-acquired brain injury challenging behaviour: A case study analysis of multiple operant procedures in the treatment of challenging behaviour maintained by negative reinforcement

Primary objective: Operant conditioning interventions are effective in the management of post-acute ABI challenging behaviour. However, when this serves an avoidance or escape function, reinforcement approaches may be ineffective. In this paper the utility of a range of operant-derived ABI interventions is considered specifically with regard to behaviour whose prime function is avoidance or escape from rehabilitation activities.Methods and procedures: Efficacy of three operant interventions was determined by describing a single case study whose aggressive behaviour served an avoidance-escape function. Two interventions comprised variants of differential reinforcement: differential reinforcement of incompatible behaviour (DRI) and differential reinforcement of low rates of responding (DRL). The third intervention comprised situational time out (STO) and sustained verbal prompting.Main outcome: Despite reports of the efficacy of DRI and DRL, neither was beneficial in this case. However, STO and sustained verbal prompting proved highly effective in reducing aggression.Conclusions: Results are discussed in relation to two levels of explanation: function and cognition. Special emphasis is laid upon the extent to which interventions actively involve the patient and the degree of intrusiveness necessary for staff to implement therapeutic procedures. The case demonstrates how a scientifically-derived formulation regarding behaviour disorder can support multiple treatment options.

Treatment of idiopathic toe-walking in children with autism using GaitSpot Auditory Speakers and simplified habit reversal

This study aimed to examine the effectiveness of a simplified habit reversal procedure (SHR) using differential reinforcement of incompatible behaviour (DRI) and a stimulus prompt (GaitSpot Auditory Squeakers) to reduce the frequency of idiopathic toe-walking (ITW) and increase the frequency of correct heel-to-toe-walking in three children with autism. The study involved a delayed multiple baseline changing criterion design across individuals. Firstly, a baseline phase was conducted to determine the number of intervals where ITW occurred. Secondly, the GaitSpot Auditory Squeakers were paired with reinforcers. Thirdly, children wore GaitSpot squeakers over the heels of their feet under their shoes for a small number of 10 min sessions and when weight was placed on their heel, a squeak was emitted which was subsequently reinforced. Fourthly, the length of time the children wore the GaitSpot Auditory Squeakers was extended. Finally, the GaitSpot Auditory Squeakers were faded out and tests for generalisation and maintenance of heel-to-toe walking were conducted. The intervention produced substantial reductions in ITW across all participants though degree of reduction differed. The role of SHR and additional modifications for the treatment of ITW are discussed.

A Classroom-Based Antecedent Intervention Reduces Obsessive-Repetitive Behavior in an Adolescent With Autism

Obsessive-repetitive behavior is a core feature of autism and represented the presenting complaint for Robert, a 15-year-old boy with autism. Robert's constant rearrangement of objects interfered with his participation in classroom activities, and this behavior was successfully reduced by providing structured opportunities to select and use preferred leisure activities. Provision of structured leisure opportunities could be conceptualized as an antecedent intervention that includes differential reinforcement of incompatible behavior. Although the treatment was generally successful, follow-up data indicated that long-term maintenance could be lacking. This treatment can be recommended given that it appears to be efficacious for applied settings, relatively benign, and easy to implement.

Improving Behavior through Differential Reinforcement: A Praise Note System for Elementary School Students

Schools are often in need of low-cost, high-impact strategies to improve student behavior in school common areas. While many behavior management programs exist, there are few resources available to guide the implementation of these programs and ensure they are grounded in evidence-based strategies. Therefore, the current study had two primary purposes: first, to demonstrate the effectiveness of a simple behavior management system, and second, to begin the process of providing some guidance for the application of similar systems. The study used a differential reinforcement of incompatible behavior (DRI) procedure in a multiple-baseline design across three target behaviors to decrease inappropriate and increase appropriate behaviors in an elementary school lunchroom. The intervention consisted of 1) teaching specific appropriate behaviors 2) providing opportunities for students to practice skills, and 3) implementing a Praise Note system to reward students for behaving appropriately. Students were taught appropriate behaviors, and the school staff was trained to recognize and reward students who kept the lunchroom clean, sat appropriately in their seats, and walked in the lunchroom. Data show significant decreases for each of three target behaviors. The average amount of litter left in the lunchroom decreased by 96%, the average number of instances of sitting inappropriately decreased by 64%, and the average number of instances of running in the lunchroom decreased by 75%. Beyond contributing to the effective intervention strategies available to reduce problem behaviors in common areas, this research also provide much needed guidance for effectively implementing the necessary components of a Praise Note system, namely, program intensity, and delivery.

Decreasing the Inattentive Behavior of Jordanian Children: A Group Experiment

The present study investigated the efficacy of using response cost paired with Differential Reinforcement of Incompatible Behavior (DRI) to manage the inattentive behavior of 30 students attending third and fourth grade in Jordan. A pretest- posttest control group design was employed to evaluate the efficacy of response cost and DRI. Results showed that students who were instructed using response cost and DRI strategies reduced their inattentive behavior significantly compared with students in the control group. In addition, there was a significant difference between experimental group means on the posttest and follow-up, which occurred two weeks following the completion of the intervention. Issues regarding future research and implications for practice are discussed.

The use of functional communication training to reduce pica.

Abstract Pica is an eating disorder characterized by the ingestion of inappropriate items. The items may range from relatively harmless materials (e.g., food from the floor, grass) to other substances (e.g., glass) with risk for serious health problems or even death. Previous studies have shown that behavioral techniques are effective for decreasing pica, but few studies have assessed this in naturalistic settings. The current paper describes a study conducted in a classroom setting in which functional communication was taught to a 6-year-old boy with autism to replace pica. Differential reinforcement of functional communication behavior was used to teach the boy to request food rather than to engage in pica. This procedure decreased the boy's frequency of pica and of attempted pica. Keywords: pica, autism; differential reinforcement; functional communication training; manding. Introduction Pica is an eating disorder often displayed by persons with developmental disabilities (Singh, 1983). It is typically defined as either the consumption of non-food items or the compulsive consumption of both food and non-food items (Albin, 1977; Paisey & Whitney, 1989). Many individuals with pica ingest items that are relatively harmless, such as food from the floor, grass, or bugs (Johnson et al., 1994; Fisher et al., 1994). However, some individuals with pica ingest items (e.g., glass) that can lead to serious digestive problems, health issues, and possibly death (Rojahn et al., 1987). Several literature reviews describe interventions for persons who present with pica (e.g., McAdam, Sherman, Sheldon, & Napolitano, 2004). In one recent review McAdam et al. (2004) summarized the various behavioral interventions that have been demonstrated to produce a clinically significant reduction in pica, including differential reinforcement, overcorrection, contingent aversive presentations, and discrimination training. However, this review also found that the majority of published studies used intervention packages that included a punishment component. Moreover, few of the studies were conducted in natural settings (e.g., public schools, community-based agencies for adults with developmental disabilities). Three published studies have demonstrated that differential reinforcement as the primary independent variable was successful in decreasing the pica of 6 persons with developmental disabilities. In one of these studies, Goh, Iwata, & Kahng, (1999), used naturalistic observations to assess the function of cigarette pica performed by three adult males and one female with developmental disabilities in a state residential facility. The function of pica for all participants was determined to be automatic reinforcement. That is, each participant's pica was maintained by non-socially mediated variables. Next, a series of preference assessments were conducted to identify the specific reinforcing aspect of the cigarette (e.g., the unsmoked filter) and to identify high preference items that could function as competing reinforcers. Initially, for three of the participants, the authors assessed the affect of satiation by providing preferred edible items every 10 seconds, for 5 minutes, prior to the start of a session. Next, the participants were taught to hand a cigarette to their therapist and all attempts to engage in pica were blocked. For the fourth participant, a punishment procedure was used in addition to non-contingent reinforcement to reduce the participant's pica. In another study, Donnelly and Olczak (1990) used differential reinforcement of an alternative behavior (DRA) to compete with the cigarette pica of two adult males. Both participants were differentially reinforced for chewing sugarless mint gum. The results demonstrated that gum chewing successfully competed with the participant's pica. Smith (1987) used verbal prompting (don't touch) and differential reinforcement of incompatible behavior (DRI) to reduce the pica of an adult male participating in community-based supportive employment. …

Evaluating features of behavioral treatments in the nonhuman animal laboratory.

Behavioral treatments for severe problem behavior are often derived from basic behavioral principles initially evaluated in the nonhuman operant laboratory. It is less common to see laboratory experiments conducted for the specific purpose of addressing nuances of behavioral treatments. Because of functional analysis/ assessment methods that are now commonly used in applied behavior analysis, integrated basic and applied research is more feasible and bidirectional. This is true because a functional analysis identifies reinforcers for problem behavior and, thus, control of those reinforcers is possible in a way that is similar to controlling access to reinforcers in basic research. Because of our enthusiasm for the possibility of conducting basic research on common behavioral treatments, we initiated a rat laboratory for that purpose. In this paper, we describe some early work from the laboratory. Keywords: behavioral treatment, severe problem behavior, functional analysis, basic and applied research, rat laboratory. ********** Applied behavior analysis has benefited significantly from laboratory findings involving nonhuman subjects (Branch & Hackenberg, 1998). Treatments designed to decrease severe problem behavior have included various forms of differential reinforcement (e.g., differential reinforcement of incompatible behavior [DRI], differential reinforcement of alternative behavior [DRA], or differential reinforcement of other behavior [DRO]; Vollmer & Iwata, 1992), extinction (EXT; Lerman & Iwata, 1996); positive and negative punishment (Lerman & Vorndran, 2002); and time-based schedules, or noncontingent reinforcement (NCR; Vollmer, Iwata, Zarcone, Smith, & Mazaleski, 1993). All of these procedures were initially evaluated in the nonhuman operant laboratory. For example, the basic parameters of delivering punishing stimuli (e.g., immediacy, intensity, schedule, and motivation) in applied settings are to this day based on the pioneering work of Azrin and colleagues in the 1950s and 1960s involving nonhumans as subjects (e.g., Azrin, 1956; Azrin, 1960; Azrin & Holz, 1966). Historically, the relationship between basic and applied research has been largely unidirectional (Vollmer & Hackenberg, 2001). That is, findings from nonhuman animal laboratories have been utilized by applied researchers and incorporated into behavioral treatments designed to reduce behavioral excesses or increase behavioral deficits among a wide range of populations (Cooper, Heron, & Heward, 1987; Miltenberger, 2004). The reverse, however, (nonhuman animal research designed to answer questions of applied significance) has been the subject of appreciably less research. This unidirectional course may seem pragmatic to some, and as Mace (1994) noted, its proponents may suggest that in the absence of effective technologies designed to address problems of social significance, nonhuman animal research may yield limited tangible outcomes. Although this unidirectional relationship has been effective in the majority of instances, several nuances encountered in application have not been addressed by nonhuman animal research. In addition, as suggested by Baer, Wolf, and Risley (1968), the difference between applied and basic research is not simply that which discovers and that which applies. Applied researchers may venture back to the nonhuman animal laboratory to investigate problems analogous to those of social significance encountered in more typical applied settings. This approach is common in other scientific fields, such as genetics and pharmacy. The purpose of this paper is to first detail the logic of studying behavioral treatments in a laboratory context. We contend that the approach is useful because: (a) laboratory research lends a degree of control over specific nuances of treatments that could not be controlled in applied situations, and (b) the advent of functional analysis methods allows applied researchers to control and manipulate specific reinforcers for problem behavior; therefore, control and manipulation of reinforcers are more analogous to that in basic research than it would be if arbitrary reinforcers were used to treat behavior disorders. …

A functional analysis and treatment of the irrational and rational statements of an elderly woman with Alzheimer's disease

Speech problems are a hallmark of Alzheimer's disease. Although often attributed to neurological damage common to the disease speech problems have been successfully treated through the use of behavior analytic techniques. This study was a replication and extension of that line of research. The participant in this study was an elderly woman diagnosed with Alzheimer's who was referred for services due to frequent irrational statements and infrequent rational statements. Both standard functional analysis and modified functional analysis conditions were conducted. It appeared the irrational statements were controlled by social reinforcement. Several treatment packages consisting of differential reinforcement of incompatible behaviors and extinction components were implemented in an ABCDEAE treatment design. Results of the study suggest the intervention successfully increased rational statements but had no effect on irrational statements. These results indicate the need for further research on the conditions under which behavior analysis techniques will be most effective. Copyright © 2006 John Wiley & Sons, Ltd.

Using a Differential Reinforcement of Incompatible Behavior (DRI) Schedule to Reduce Maladaptive Behaviors in a Nursing Home Resident

The case of Donna, a nursing home resident, is presented. Donna engaged in seemingly intractable behaviors, including compulsive theft and prostitution. A variety of behavioral interventions failed to reduce these target behaviors. A differential reinforcement of incompatible responding (DRI) procedurewas implemented following functional assessment. Specifically, Donna’s attendance at structured recreational programs was reinforced with preferred edibles. Treatment resulted in significant increases in recreational programattendance and a concomitant reduction in the incompatible targeted behaviors.

Rehab rounds: Behavioral management of aggression through teaching interpersonal skills.

Introduction by the column editors: Aggressive behavior is a major problem among mentally ill people—in the community as well as in institutions. Epidemiologic data indicate that aggressive behavior occurs more often among individuals with psychotic disorders, especially when they have persecutory delusions and hallucinations or a comorbid substance use disorder (1). Aggressive individuals, with their high frequency of unpredictable verbal threats, throwing of objects, breaking of furniture and windows, and physical assaults, tend to populate long-term units in psychiatric hospitals disproportionately (2). Psychotropic medications rarely ameliorate these behaviors, and even when they are able to suppress aggression, they often result in unacceptable side effects, including "chemical restraint." Physical seclusion and restraint are often used but have never been shown to yield benefits beyond temporary control.The treatment of choice for aggressive and destructive behavior is applied behavior analysis and therapy (3), including interventions that can teach patients alternatives to aggression and reduce the likelihood of future aggression (4). Social skills training has been shown to be effective in building behavioral repertoires that enable individuals to have their social and material needs met in appropriate ways (5), rather than through creating disturbances. A spectrum of positively reinforcing methods, including differential reinforcement of other behavior, differential reinforcement of incompatible behavior, use of environmental antecedents to change the patient's affect, and use of the token economy, have been empirically validated as treatment interventions to reduce or eliminate aggression (6,7,8).To contain and manage aggressive and destructive behavior, special inpatient units have been established where behavior therapy procedures can be implemented effectively and competently by interdisciplinary staff, usually supervised by a behaviorally trained psychologist. This month's Rehab Rounds column describes a unit at Arizona State Hospital that employs a multimodal array of interventions—especially social skills training—to modify aggression and build adaptive repertoires.

An evaluation of differential reinforcement of other behavior, differential reinforcement of incompatible behavior, and restitution for the management of aggressive behaviors

A 46 year old institutionalized retarded woman was referred for treatment because of frequent verbal abuse and physically aggressive behaviors. A multicomponent behavioral intervention consisting of differential reinforcement of other behaviors, differential reinforcement of incompatible behaviors, and restitution was implemented. A sequential withdrawal design was used in order to evaluate the effects of components of the original intervention, and to provide a measure of response maintenance. Results indicated a marked decrease in verbal abuse and elimination of physical aggression. Verbal abuse recurred when the restitution procedure was withdrawn. The relative efficacy of the different interventions is discussed with respect to the behavioral management of aggression. © 1998 John Wiley & Sons, Ltd.