Topographies Of Problem Behavior Research Articles

Functional analysis and treatment of problem behavior by domesticated canines.

Functional analyses are used to assess maintaining variables of behavior. Despite the large amount of research on functional analyses with humans, there are limited examples with nonhumans and even fewer studies incorporating modifications to standard methods of assessment with nonhumans. One modification that has yet to be evaluated with nonhuman animals is the trial-based functional analysis in which control and test conditions are embedded in naturalistic environments. This study compared a standard functional analysis with a trial-based functional analysis across different topographies of problem behavior with dogs. The results of the functional analyses corresponded for every dog. Individualized treatments were designed to reduce problem behavior. Implications of the trial-based functional analysis include feasibility for privately owned dogs and dogs under the care of shelters. The trial-based functional analysis offers a modification to established functional analyses that may allow increased access to the assessment of problem behavior.

Interview-Informed Synthesized Contingency Analysis (IISCA): Novel Interpretations and Future Directions.

The functional analysis (FA) methodology was developed to provide an empirical basis for understanding the reinforcers contributing to the maintenance of problem behavior. Previous research has demonstrated that multiple formats have been established to address some areas, such as practicality, efficiency, and safety. We reviewed the research on a new replication and extension of the standard FA format, the interview-informed synthesized contingency analysis (IISCA) and its subsequent treatment. We discuss the efficiency and effectiveness of the IISCA across various populations, settings, topographies of problem behaviors, and maintaining functions across 17 studies. Common treatment trends, novel developments, and other critical intervention components are also reviewed. We provide suggestions for future directions and guidelines for practitioners when considering the use of the IISCA.

A theoretical analysis of potential extinction properties of behavior-specific manual restraint.

This paper will examine possible extinction properties of behavior-specific manual restraint. It will analyze the possibility of extinction being produced via restraint with respect to the target behavior's possible environmental functions. The theoretical analysis will involve the analysis of behavioral properties of restraint during two temporal periods: (1) during the restraint itself and (2) subsequent to the restraint. Keywords: manual restraint, target behavior function, socially mediated access, socially mediated escape direct access, replacement behavior. ********** The use of manual restraint procedures is a controversial and endemic topic for personnel working with clients in residential and day treatment programs, schools, inpatient units and community settings. Manual restraint involves physically containing a client or student, without mechanical devices, in a position where movement of the arms, legs, and/or body becomes improbable. Manual restraint can be authorized for use in some facilities and school programs when a client exhibits behaviors that are considered to be dangerous (Harris, 1996) and thereby constitute a behavioral crisis or emergency (as found in California Positive Behavioral Intervention Regulations, Education Code Section 3052). When emergency restraint is deployed, its application is deemed clinically necessary by designated staff members to prevent an impending (or curtail a currently existing) dangerous situation. Behaviors such as self-injury and aggression towards people or property, which appear to threaten the welfare of the client or others, can be considered to constitute such an emergency. A decision is made the spot to deploy restraint procedures by such designated persons. While the use of emergency restraint is often justified as a mechanism to assure the safety of the client and persons in the immediate vicinity, its effects on client behavior are inevitable. What treatment effects accrue from emergency restraint has not received sufficient research attention, with the results of one study showing differential results between the two subjects (Luiselli, Kane, Treml, & Young, 2000). Due to the subjective nature of emergency restraint, its deployment for specific target behaviors may be haphazard and submit an intermittent contingency for target behavior problems. Research studies have demonstrated that the effects of intermittent schedules of a punishing stimulus may not result in significant changes in behavior when compared to a continuous schedule or more dense schedule (Cipani, Brendlinger, McDowell, & Usher, 1991; Clark, Rowbury, Baer, & Baer, 1973). Without evaluating whether punishing effects can result from emergency implementation of restraint, untoward results may occur. Emergency restraint can certainly be justified as a safety procedure. However, failing to understand its functional effects while using it may result in an exacerbation of problem behavior, thus necessitating restraint more frequently. While the treatment effects of emergency restraint are not sufficiently understood, the behavioral effects of behavior-specific restraint across several topographies of problem behavior have been demonstrated (Bitgood, Crowe, Suarez, & Peters, 1980; Cipani & Wolter, 1983; Luiselli et. al., 2000; Grace, et al., 1994; Matson & Keyes, 1988; Rapoff, Altman, & Christopherson, 1980; Rolider, Williams, Cummings, & VanHouten, 1991). For example, a client with mental retardation who engaged in self-injury was effectively treated by immobilizing his arms (i.e., on the table he was seated at) as a contingency for hits to his head (Cipani & Wolter, 1983). In another study, a 30-second restraint contingent upon self-hitting reduced such behavior to zero levels for a two month period of treatment (Rapoff, et al., 1980). The effectiveness of behavior-specific restraint is often assessed in combination with other treatment components. …

Understanding intra-response class covariation from the matching theory perspective.

Abstract The purpose of this study was to utilize the matching theory to understand intra-response class covariation as a result of extinction for selected members of the response class versus functional communication training. The participant was a 9-year old girl with a severe disability and problem behaviors. Experimental procedures included functional analysis, extinction, and functional communication training. Results showed that in accordance with the matching theory, responses (problem or adaptive) that were continuously reinforced occurred at a higher rate when compared to responses on extinction. In addition, extinction for some problem responses increased the rate of non-targeted problem responses; however, concurrent reinforcement of a newly learned functionally equivalent communication response increased the rate of this behavior and decreased all problem behaviors. Keywords: Matching theory, response class, covariation, extinction, functional communication training, developmental disabilities, problem behavior. *********** Researchers and practitioners continue to be fascinated with understanding and analyzing operant behavior patterns to facilitate the development of enduring behavior support strategies. Toward that goal, the matching theory continues to serve as a foundation for furthering our understanding of the causes of socially mediated behavior specifically for individuals with disabilities and/or behavior disorders. Herrnstein (1970) describes the matching law as a mathematical means for elucidating how behavior responds to concurrent schedules of reinforcement. Stated simply, responses that are consequated with a higher number of reinforcers occur at higher rates than responses that are reinforced at lower (or zero) rates. Both rational and irrational behavior has been explained using the matching theory (Borrero & Vollmer, 2002; Bulow & Meller, 1998; Shriver & Kramer, 1997; Skinner & Robinson, 1996). The basic assumption is that response allocation of operant behavior is a matter of choice. A choice of any topography over the others at a given point in time is possible only when multiple responses are involved, all of which produce the same functional effect. The literature has described this pattern as a functional response class (Lalli, Mace, Wohn, & Livezy, 1995; Shukla & Albin, 1996; Shukla-Mehta & Albin, 2003; Sprague & Horner, 1992). The concept of response classes is not novel. Still, researchers and practitioners continue to focus attention on understanding what governs choice or the allocation of specific topographies from a class of responses. Such interest has been generated due to observed covariation as a function of concurrently varying rates of reinforcement for the different topographies within a response class (Magee & Ellis, 2000; Parrish, Cataldo, Kolko, Neef, & Egel, 1986). In addition, there has been an observed philosophical shift in the field from the use of decelerative techniques alone in favor of strategies that also lead to increases in adaptive behavior (Carr, Coriaty, & Dozier, 2000; Carr & Durand, 1985; Day, Horner, & O'Neill, 1994; Dunlap, et al, 1995; Horner & Carr, 1997; Horner, Sprague, O'Brien, & Heathfield, 1990; Sugai et al., 2000). With the advent of hypotheses-based interventions and the focus on identification of multiple topographies within a functional response class, application of the matching theory to understand behavioral allocation has gained momentum. If some topographies within a response class are consequated with a richer schedule of reinforcement (positive or negative), these will occur at higher rates. Our clinical experiences show that more severe topographies of problem behaviors usually lead to a functional reinforcer, example, escape from non-preferred tasks, attention form others, access to tangible objects, and/or sensory reinforcement. …

Competing stimuli in the treatment of multiply controlled problem behavior during hygiene routines

The current study describes the use of noncontingent competing stimuli in the treatment of problem behavior exhibited by three individuals during staff-assisted hygiene routines. Functional analyses revealed that particular topographies of problem behaviors appeared to be maintained by their own sensory consequences, whereas other topographies appeared to be maintained by escape from demands. Competing stimulus assessments were then conducted to identify items associated with low levels of automatically-maintained problem behavior and high levels of stimulus engagement. Stimuli associated with low levels of automatically-maintained problem behavior (competing stimuli) were then delivered noncontingently during staff-assisted hygiene routines that were problematic for each participant. In all three cases, substantial reductions in all problem behaviors were observed. These results are discussed in terms of the relative ease of this intervention and possible mechanisms underlying the effects of competing stimuli on behaviors maintained by different types of reinforcement.

Functional analysis of problem behavior: a review.

Functional analysis methodology focuses on the identification of variables that influence the occurrence of problem behavior and has become a hallmark of contemporary approaches to behavioral assessment. In light of the widespread use of pretreatment functional analyses in articles published in this and other journals, we reviewed the literature in an attempt to identify best practices and directions for future research. Studies included in the present review were those in which (a) a pretreatment assessment based on (b) direct observation and measurement of (c) problem behavior was conducted under (d) at least two conditions involving manipulation of an environmental variable in an attempt (e) to demonstrate a relation between the environmental event and behavior. Studies that met the criteria for inclusion were quantified and critically evaluated along a number of dimensions related to subject and setting characteristics, parametric and qualitative characteristics of the methodology, types of assessment conditions, experimental designs, topographies of problem behaviors, and the manner in which data were displayed and analyzed.

The Motivation Assessment Scale: Reliability and Construct Validity Across Three Topographies of Behavior

The psychometric properties of the Motivation Assessment Scale (MAS) were examined. Specifically, reliability, internal consistency, and construct validity were estimated using 90 ratings of different problem behaviors among 86 individuals with mental retardation. Data were analyzed under conditions of (a) three topographies of problem behavior and (b) two methods of calculation. Although reliability and internal consistency were generally poor, the results depended upon the above conditions. Factor analysis revealed that the four factors of the MAS differed from the subscale structure obtained in this study, proposed by the authors of the MAS. Thus, the construct validity of this scale was ambiguous. It is concluded that the MAS should be employed in conjunction with other instruments to assess the functional characteristics of problem behavior with individuals who have mental retardation.

Functional Communication Training for the Treatment of Multiply Determined Challenging Behavior in Two Boys with Autism

Functional communication training was used to replace multiply determined problem behavior in two boys with autism. Experiment 1 involved a functional analysis of several topographies of problem behavior using a variation of the procedures described by Iwata, Dorsey, Slifer, Bauman, and Richman. Results suggested that aggression, self-injury, and disruption were multiply determined (i.e., maintained by both attention and access to preferred objects). Experiment 2 involved a multiple-baseline design across subjects. The focus of intervention was to replace aggression, self-injury, and disruption with functionally equivalent communicative alternatives. Both boys were taught alternative "mands" to recruit attention and request preferred objects. Acquisition of these alternative communication skills was associated with concurrent decreases in aggression, self-injury, and disruption. Results suggest that multiply determined challenging behavior can be decreased by teaching an alternative communication skill to replace each assessed function of the problem behavior.