A Demonstration of Individual Preference for Novel Mands during Functional Communication Training

Autor/inn/en	Winborn-Kemmerer, Lisa; Ringdahl, Joel E.; Wacker, David P.; Kitsukawa, Kana
Titel	A Demonstration of Individual Preference for Novel Mands during Functional Communication Training
Quelle	In: Journal of Applied Behavior Analysis, 42 (2009) 1, S.185-189 (5 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
Schlagwörter	Developmental Disabilities; Behavior Modification; Social Reinforcement; Behavior Problems; Developmental Delays; Mental Retardation; Responses; Novelty (Stimulus Dimension); Children; Adults; Communication Skills; Experiments; Outcomes of Treatment + Suchen Sie Ihr Suchwort? Entwicklungsstörung; Behaviour modification; Verhaltensänderung; Entwicklungsverzögerung; Geistige Behinderung; Child; Kind; Kinder; Kommunikationsstil; Erprobung
Abstract	Preference for mand topography was evaluated for 2 individuals with developmental disabilities who exhibited problem behavior. The results of a functional analysis showed that each participant's problem behavior was maintained by social reinforcement. Participants were taught two novel mand topographies for the same functional reinforcer, and each proved to be effective in reducing problem behavior. Finally, preference for mand topography was assessed within a concurrent-schedules design. Results indicated that functional communication training was an effective treatment, regardless of the mand used, and that each participant demonstrated a preference for one mand topography relative to the other. (Contains 1 figure.) (As Provided).
Anmerkungen	Society for the Experimental Analysis of Behavior. Available from: Department of Applied Behavioral Science. Kansas University, 1000 Sunnyside Avenue, Lawrence, KS 66045-2133. Tel: 785-841-4425; Fax: 785-841-4425; e-mail: behavior@mail.ku.edu; Web site: http://seab.envmed.rochester.edu/jaba/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10