Journal of Applied Behavior Analysis · 2002 · 105 citations · 5 references
EducationEducational PsychologyPsychologyChild DevelopmentCognitive DevelopmentExperimental PsychologyBehavior TherapyBehavioral SkillsCommunication BehaviorCommunication DevelopmentCommunication StrategiesOperant ConditioningAllocationCommunication Skill TrainingCommunication-focused InterventionFunctional Analysis-informed Differential ReinforcementFunctional Behavior AnalysisFunctional Communication TreatmentProblem Behavior AssessmentProblem Behavior Reduction
The study examined whether training novel and existing mands during functional communication training reduces problem behavior in two children. A three‑phase design first identified mands via functional analysis, then trained novel and existing mands under distinct stimulus conditions, and finally assessed responding allocation in a concurrent‑schedules setup. When reinforcement for both mands was available simultaneously, children preferred existing mands, yet problem behavior increased with those mands.
We evaluated the effects of training novel and existing mands during functional communication training (FCT) to decrease problem behavior for 2 children. A functional analysis (Phase 1) identified mands for FCT. Phase 2 used distinct stimulus conditions to train novel and existing mands. Phase 3 evaluated allocation of responding within a concurrent‐schedules design. When reinforcement for either mand was concurrently available, the children used existing mands more than novel mands, but higher levels of problem behavior occurred with existing mands.
5