Function Based Treatments for Escape Maintained Problem Behavior
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Function Based Treatments for Escape Maintained Problem Behavior

hi my name is Stefanie Perrin I’m a
board certified behavior analyst at Brett DiNovi & associates and today I’m
going to talk about an article by Geiger Carr and LeBlanc called function based
treatments for escape maintain behavior a treatment selection model for
practicing behavior analysts and these are the task list topics from the BACB
fifth edition task list that we’ll cover so the purpose of this article is once
you’ve identified the function of the behavior you’re gonna be able to use
these six commonly research function based interventions to address the state
maintain problem behavior the article also provides you with a clinical model
for selecting the best treatments based on several variables and it displays an
easy-to-use chart that has the strengths and limitations of each of the
interventions discussed so the first intervention that’s
discussed is the activity choice so the client is provided with several
different tasks and she or he chooses the order of the tasks in which they
want them to be completed or the time that the tasks will be completed this is
a really easy to implement intervention as the practitioner you’re gonna need to
make sure that you have a lot of these tasks pre-prepared prior to presenting
them to your learner and you want to make sure that the tasks that you
present are within your clients existing skill repertoire
lastly you need to remember that this is an antecedent based strategy so on its
own it does not address how you should respond to the problem behavior so this
strategy would be best utilized in conjunction with another consequence
based intervention that will address the problem behavior the next intervention
that they discuss is the curricular revisions so you need to assess the
curriculum or instruction to determine if it’s appropriate so sometimes a
skating team problem behavior occurs because the task is too difficult it
could be too easy it might be non-preferred or novel and other times
it’s not functional or of interest to the learner Dunlap and colleagues in
1995 showed that there was an increase in task completion when the tasks that
were presented were thought to be of interest for meaningful to the
participant compared to when they were not other instructional variables that
you want to sitter is the length of the session also
are you presenting mash trials to the client what is the prompting sequence
that’s in place the rate at which the demands are presented are they too fast
are they too slow and also are you presenting the learner with positive
reinforcement throughout so when you look at the curriculum and the
instruction others will likely benefit from a learning environment that’s more
efficient one of the other interventions that they discussed in this article is
demand fading so basically all of the demands are removed and there’s no
instruction being provided and then the demands will gradually be introduced in
a systematic fashion so initially when you remove all of those demands you
should see an immediate decrease in that problem behavior these are conan’
colleagues research in 1994 indicated that demand feeding was most effective
when escaped extinction was also utilized differential reinforcement is
also discussed as another intervention for escape maintained problem behavior
so this is when you reinforce one behavior and not others or in sometimes
situations the behavior is reinforced at a denser schedule maybe has longer
access to the reinforcer or it’s more robust and some of the other behaviors
have a short or smaller reinforcement period of time functional communication
training is another intervention this is where you shape a communicative response
to request the reinforcer and in this situation it’s a break it’s really
important that when you shape that functional communication response but it
does not require the client to exert more effort than the problem behavior so
if a learner were to exhibit one or two-word utterances and you try to shape
an FCR of I would like a break please that is increasing the effort and likely
will not be successful in the individual using that functional communication
response something like using a picture icon to exchange maybe less effort than
that vocal response another intervention is DNR a or differential negative
reinforcement of alternative behavior and this is when the escape or the break
is provided contingent on task completion and so this intervention
promotes the individual to exhibit an adaptive response
and the last one is the differential negative reinforcement of other behavior
this is when reinforcement is provided after a period of time has elapsed and
that problem behavior which was targeted does not occur so it’s really important
that when you use these intervals that you focus on really short interval
length if you want to make sure that you have that initial interval smaller than
the mean inner response time for when the problem behavior was initially
exhibited during baseline and then it’s also important for you to determine if
this is going to be a three setting or a non resetting Dro
and there’s plenty of research which talks about the benefits of both based
on your clients preferences escaped extinction is another intervention where
the task remains present despite the problem behavior being exhibited and
sometimes prompting sequences such as physical guidance can be utilized to
ensure that there’s follow-through with the demand this intervention can also be
used with other interventions and lastly they talk about non contingent escape
this is when a break is provided contingent on a specified period of time
elapsing so the break or that reinforcer is provided for guard less of what is
going on over time the schedule definitely will need to be thin reminder
that this is another antecedent strategy and does not provide staff or caregivers
with how to respond to the problem behavior so some general guidelines for
you to consider when implementing these interventions need to make sure you’re
using rich or debt schedule of reinforcement you know very short
interval length is necessary and you want to make sure that your clients are
contacting the contingencies so this reinforcement schedule is really
important also when you increase the schedule or introduce work you need to
do so in a systematic manner look to your data to guide you with this
it is important that you have predetermined criteria to move forward
or fade the schedule and also to move backwards it is important when designing
function based intervention that the practitioner takes into account the
severity of the problem behavior the repertoire of the individual the
tolerance of the behavior occurring staffing ratios and also your level of
expertise this is an example of a chart that displays the strengths and
limitations of each intervention here are some general questions that will
assist you in selecting treatment options for a behavior that is
negatively reinforced and based on your responses to these questions this tool
is going to help guide you in selecting your interventions as a reminder this is
not an exhaustive list of interventions that you can use and you can use these
interventions in combination thank you for watching I hope you take a look at
this article and the other research that’s discussed within I look forward
to reading your comments please like and subscribe to our Channel and let us know
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