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Functional Communication Training and Chained Schedules of Reinforcement to Treat Challenging Behavior Maintained by Terminations of Activity Interruptions
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Falcomata, Terry S.; Roane, Henry S.; Muething, Colin S.; Stephenson, Kasey M.; Ing, Anna D. – Behavior Modification, 2012
In this article, the authors evaluated functional communication training (FCT) and a chained schedule of reinforcement for the treatment of challenging behavior exhibited by two individuals diagnosed with Asperger syndrome and autism, respectively. Following a functional analysis with undifferentiated results, the authors demonstrated that…
Descriptors: Behavior Problems, Asperger Syndrome, Reinforcement, Communication Skills
The Sequential Introduction of Positive Antecedent and Consequent Components in a Compliance Training Package with Elementary Students
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Bellipanni, Kimberly D.; Tingstrom, Daniel H.; Olmi, D. Joe; Roberts, Dannell S. – Behavior Modification, 2013
We evaluated the separate and combined effects of the antecedent manipulations of effective instruction delivery and time-in, as well as the effects of the addition of the consequent manipulation of contingent praise in a compliance training package for four elementary students displaying low levels of compliance. Four teachers were trained to…
Descriptors: Program Effectiveness, Teaching Methods, Compliance (Psychology), Student Behavior
The Effectiveness of Intervention on the Behavior of Individuals with Autism: A Meta-Analysis Using Percentage of Data Points Exceeding the Median of Baseline Phase (PEM)
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Ma, Hsen-Hsing – Behavior Modification, 2009
The aim of the present study is to demonstrate the percentage of data points exceeding the median of baseline phase (PEM) approach using data on autism treatment for illustrative purposes to compare the effectiveness of different interventions on the problem behaviors of individuals with autism. Electronic databases such as The ProQuest and Google…
Descriptors: Behavior Problems, Intervention, Autism, Effect Size
A Comparison of Behavioral Techniques to Teach Functional Independent-Living Skills to Individuals with Severe and Profound Mental Retardation.
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Matson, Johnny L.; Smalls, Yemonja; Hampff, Allison; Smiroldo, Brandi B.; Anderson, Stephen J. – Behavior Modification, 1998
Compares the efficacy of two treatment approaches for functional skill acquisition in individuals with severe and profound mental retardation (N=22) living in a large developmental center. Treatment that included staff training, feedback, and edible reinforcement in addition to prompting, modeling, and physical guidance was more effective than…
Descriptors: Behaviorism, Cues, Daily Living Skills, Feedback
Using Self-Instructional Pictorial Manuals to Teach Child-Care Skills to Mothers with Intellectual Disabilities.
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Feldman, Maurice A.; Ducharme, Joseph M.; Case, Laurie – Behavior Modification, 1999
Evaluates the effectiveness of self-learning pictorial-parenting manuals in teaching basic child-care skills to parents with intellectual disabilities who are being monitored by child protection agencies. The manuals alone increased child-care skills in nine out of 10 mother in the study and in 12 of 13 child-care skills. The remaining skill was…
Descriptors: Child Rearing, Cues, Disabilities, Feedback