Examination of an Antecedent Communication Intervention to Reduce Tangibly Maintained Challenging Behavior: A Controlled Analog Analysis

Autor/inn/en	O'Reilly, Mark; Fragale, Christina; Gainey, Summer; Kang, Soyeon; Koch, Heather; Shubert, Jennifer; El Zein, Farah; Longino, Deanna; Chung, Moon; Xu, Ziwei; White, Pamela; Lang, Russell; Davis, Tonya; Rispoli, Mandy; Lancioni, Giulio; Didden, Robert; Healy, Olive; Kagohara, Deborah; van der Meer, Larah; Sigafoos, Jeff
Titel	Examination of an Antecedent Communication Intervention to Reduce Tangibly Maintained Challenging Behavior: A Controlled Analog Analysis
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 33 (2012) 5, S.1462-1468 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2012.03.017
Schlagwörter	Behavior Problems; Intervention; Behavior Modification; Disabilities; Functional Behavioral Assessment; Comparative Analysis; Students + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Handicap; Behinderung; Student; Schüler; Schülerin; Studentin
Abstract	We examined the influence of an antecedent communication intervention on challenging behavior for three students with developmental disorders. Students were taught to request tangible items that were identified as reinforcers for challenging behavior in a prior functional analysis. Individual participant multielement and reversal designs were used to compare the effects of the antecedent communication intervention versus a no antecedent communication intervention condition. Immediately following the antecedent manipulations students were exposed to the tangible condition of the functional analysis. Results indicate that the antecedent communication intervention reduced challenging behavior in the subsequent tangible test condition for all three students. The importance of examining antecedent interventions to treat challenging behavior from a function analytic perspective is discussed. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10