Have you Read??? If someone beat a child to prevent him from Would - PowerPoint PPT Presentation

Have you Read??? If someone beat a child to prevent him from Would you comply with demands if tortured enough? doing something they didn’t like, he would Probably. Does that make it effective? probably stop doing it, and you could then say Well I guess that depends on what your goals are. beating is an “effective” method. If your goal is to gain compliance (which is the goal of ABA) then yeah I guess it’s effective at that goal, but that’s a pretty shitty goal to have, and at what cost?

Overview Problems with Traditional Escape Extinction × Applying the BACB Professional and Ethical Compliance × Code and Van Houten et al. (1988) to these problems Exploring basic and applied research for support of the 7 × Steps of Earning Instructional Control Conclusions ×

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Traditional Escape Extinction Prompt consumer to complete the presented demand × Physical prompts × Verbal prompts × Potential problems × Often used without conducting a functional assessment × Can turn into a battle × Forcing compliance × Treatment integrity ×

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What’s the function? Noncompliance can be multiply maintained (Rodriguez, × Thompson, & Baynham, 2010) 3.01 Behavior Analytic Assessment × 4.03a Individualized Behavior-Change Programs × Right to behavioral assessment and ongoing treatment (Van × Houten et al., 1988)

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Turning into a Battle Physical guidance can increase problem behavior and × counter-aggression (Laraway et al., 2003; lerman & Iwata, 1995; Piazza et al., 1996; Sidman, 1989 4.09 Least restrictive procedures × Right to a therapeutic environment (Van Houten et al., 1988) × Right to most effective procedures available (Van Houten et × al., 1988)

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Forcing Compliance 4.09 Least restrictive procedures × 4.02 Involving clients in planning and consent × 1.01 Reliance on scientific knowledge × Right to a therapeutic environment (Van Houten et al., 1988) × Right to most effective procedures available (Van Houten et × al., 1988) Right to programs that teach functional skills (Van Houten et × al., 1988)

Treatment Integrity Parents and caregivers not likely to use traditional × procedures (McConnachie & Carr, 1997) 2.09 Treatment/intervention efficacy × 4.02 Involving clients in planning and consent × 4.07 Environmental conditions that interfere with × implementation Right to effective treatment (Van Houten et al., 1988) ×

The 7 Steps Control access to preferred items 1. Be fun! 2. Be consistent and clear 3. Following directions = reinforcement 4. Provide frequent reinforcement 5. Know your priorities 6. Ignoring directions/challenging behavior = no 7. reinforcement

Case Study Multiple Baseline Design × 28 scheduled sessions × DV – total duration of noncompliance behavior × IV – type of procedure used × Baseline: Forced and paced prompting × Intervention: 7 steps of earning instructional control × Baseline × Followed current procedures × Intervention × 1 hour training about the 7 steps using BST × Feedback via video clips of sessions × Implemented 7 steps ×

Results

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Basic Research Poisoned Cue (Pryor, 2002) × “If one now clicks for correct behavior following a × discriminator ( a cue, command, or signal) but also gives aversive correction (leash pop, verbal reprimand, etc.) for incorrect behavior following that same stimulus, the stimulus immediately loses its value as a positive reinforcer” “The shift becomes visible in the learner's attitude, which × switches from attentive eagerness to reluctance, often with visible manifestations of stress “

Basic Research Development of a poisoned cue (Rosales-Ruiz, 2014) × Trained 2 different commands using shaping vs. prompting × with a leash Both skills were acquired × More accurate responding with shaping × More tail wagging with shaping × More errors with prompting ×

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How does it relate? Forced prompting or paced prompting creates an × environment with a poisoned cue May see similar responding × Adult becomes aversive instead of a conditioned reinforcer × Less enthusiasm to learn × Passive responding ×

Applied Research Behavioral Economics (DeLeon, 2011) × Choosing to work for a reinforcer vs choosing a break × Assess demand curves to determine value of escape as a × reinforcer Preferences: × Some children need the break and will choose the break no × matter what Some children will continue to choose the edible even at high × prices Having a choice between a break and edible resulted in the × highest levels of responding

How does it relate? Provides support for a problem behavior decreasing even × with some access to the reinforcer Escape maintained behavior may decrease even if there is a × delay in complying with the demand Provides support for “choice” that is inherent with the 7 × Steps of Earning Instructional Control Provides a more realistic alternative to traditional extinction × procedures

Task as a Reinforcer Ward et al., 2017

Task as a Reinforcer Task as a reinforcer (Ward, Parker, & Perdikaris, 2017) × Work is ultimately required × Reinforcers are not available until work is complete × 3 Case Studies with 5 children with Autism × General Procedure × Contingent on target escape behavior, removed the work × Withheld access to reinforcement × When target “ready” behavior occurred, presented work ×

Results Case Study 1 × All 3 participants decreased in noncompliant behavior within × a few sessions Case Study 2 × 0 appropriate responses in baseline × Within a few sessions, 100% appropriate responding × Case Study 3 × Incorrect responding with no mastery for Colors and People × Within 9 sessions, 100% responding and mastery ×

How does it relate? First published study using these alternative procedures × Hypothesis is that task removal functions a Type 2 Punisher × and task presentation functions as a conditioned reinforcer Provides further support of previously discussed × applications

Conclusions There are ethical alternatives to forced prompting and paced × prompting These alternatives are more likely to be accepted by the × public at large Recent and past basic and applied research supports the use × of alternative procedures More research is needed on applying these procedures in × various intervention settings

References BACB. (2014). Professional and ethical compliance code for behavior analysts. Laraway, S., Snycerski, S., Michael, J., & Poling, A. (2003). Motivating operations and terms to describe them: Some further refinements. Journal of Applied Behavior Analysis , 36 (3), 407-414. Lerman, D. C., & Iwata, B. A. (1995). Prevalence of the extinction burst and its attenuation during treatment. Journal of Applied Behavior Analysis , 28 (1), 93-94. Mcconnachie, G., & Carr, E. G. (1997). The effects of child behavior problems on the maintenance of intervention fidelity. Behavior Modification , 21 (2), 123-158. Piazza, C. C., Moes, D. R., & Fisher, W. W. (1996). Differential reinforcement of alternative behavior and demand fading in the treatment of escape-maintained destructive behavior. Journal of Applied Behavior Analysis , 29 (4), 569-572. Rodriguez, N. M., Thompson, R. H., & Baynham, T. Y. (2010). Assessment of the relative effects of attention and escape on noncompliance. Journal of Applied Behavior Analysis , 43 (1), 143-147. Sidman, M. (1989). Coercion and its fallout . Boston, MA: Authors Cooperative. Van Houten, R., Axelrod, S., Bailey, J. S., Favell, J. E., Foxx, R. M., Iwata, B. A., & Lovaas, O. I. (1988). The right to effective behavioral treatment. The Behavior Analyst , 11 (2), 111. Ward, S., Parker, A., & Perdikaris, A. (2016). Task as Reinforcer: a Reactive Alternative to Traditional Forms of Escape Extinction. Behavior Analysis in Practice , 1-13.