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

Have you Read???

Would you comply with demands if tortured enough?

• Probably. Does that make it effective?

Well I guess that depends on what your goals are. 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? If someone beat a child to prevent him from doing something they didn’t like, he would probably stop doing it, and you could then say beating is an “effective” method.

Overview

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Problems with Traditional Escape Extinction

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Applying the BACB Professional and Ethical Compliance Code and Van Houten et al. (1988) to these problems

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Exploring basic and applied research for support of the 7 Steps of Earning Instructional Control

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Conclusions

Example

Traditional Escape Extinction

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Prompt consumer to complete the presented demand

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Physical prompts

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Verbal prompts

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Potential problems

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Often used without conducting a functional assessment

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Can turn into a battle

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Forcing compliance

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Treatment integrity

Video Example

What’s the function?

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Noncompliance can be multiply maintained (Rodriguez, Thompson, & Baynham, 2010)

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3.01 Behavior Analytic Assessment

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4.03a Individualized Behavior-Change Programs

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Right to behavioral assessment and ongoing treatment (Van Houten et al., 1988)

Video Example - 1

Video Example - 2

Turning into a Battle

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Physical guidance can increase problem behavior and counter-aggression (Laraway et al., 2003; lerman & Iwata, 1995; Piazza et al., 1996; Sidman, 1989

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4.09 Least restrictive procedures

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Right to a therapeutic environment (Van Houten et al., 1988)

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Right to most effective procedures available (Van Houten et al., 1988)

Video Example

Forcing Compliance

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4.09 Least restrictive procedures

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4.02 Involving clients in planning and consent

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1.01 Reliance on scientific knowledge

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Right to a therapeutic environment (Van Houten et al., 1988)

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Right to most effective procedures available (Van Houten et al., 1988)

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Right to programs that teach functional skills (Van Houten et al., 1988)

Treatment Integrity

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Parents and caregivers not likely to use traditional procedures (McConnachie & Carr, 1997)

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2.09 Treatment/intervention efficacy

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4.02 Involving clients in planning and consent

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4.07 Environmental conditions that interfere with implementation

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Right to effective treatment (Van Houten et al., 1988)

The 7 Steps

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Control access to preferred items

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Be fun!

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Be consistent and clear

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Following directions = reinforcement

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Provide frequent reinforcement

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Know your priorities

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Ignoring directions/challenging behavior = no reinforcement

Case Study

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Multiple Baseline Design

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28 scheduled sessions

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DV – total duration of noncompliance behavior

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IV – type of procedure used

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Baseline: Forced and paced prompting

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Intervention: 7 steps of earning instructional control

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Baseline

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Followed current procedures

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Intervention

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1 hour training about the 7 steps using BST

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Feedback via video clips of sessions

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Implemented 7 steps

Results

Video

Video

Basic Research

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Poisoned Cue (Pryor, 2002)

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“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”

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“The shift becomes visible in the learner's attitude, which switches from attentive eagerness to reluctance, often with visible manifestations of stress “

Basic Research

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Development of a poisoned cue (Rosales-Ruiz, 2014)

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Trained 2 different commands using shaping vs. prompting with a leash

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Both skills were acquired

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More accurate responding with shaping

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More tail wagging with shaping

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More errors with prompting

Video Example

How does it relate?

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Forced prompting or paced prompting creates an environment with a poisoned cue

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May see similar responding

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Adult becomes aversive instead of a conditioned reinforcer

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Less enthusiasm to learn

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Passive responding

Applied Research

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Behavioral Economics (DeLeon, 2011)

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Choosing to work for a reinforcer vs choosing a break

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Assess demand curves to determine value of escape as a reinforcer

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Preferences:

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Some children need the break and will choose the break no matter what

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Some children will continue to choose the edible even at high prices

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Having a choice between a break and edible resulted in the highest levels of responding

How does it relate?

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Provides support for a problem behavior decreasing even with some access to the reinforcer

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Escape maintained behavior may decrease even if there is a delay in complying with the demand

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Provides support for “choice” that is inherent with the 7 Steps of Earning Instructional Control

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Provides a more realistic alternative to traditional extinction procedures

Task as a Reinforcer

Ward et al., 2017

Task as a Reinforcer

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Task as a reinforcer (Ward, Parker, & Perdikaris, 2017)

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Work is ultimately required

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Reinforcers are not available until work is complete

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3 Case Studies with 5 children with Autism

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General Procedure

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Contingent on target escape behavior, removed the work

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Withheld access to reinforcement

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When target “ready” behavior occurred, presented work

Results

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Case Study 1

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All 3 participants decreased in noncompliant behavior within a few sessions

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Case Study 2

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0 appropriate responses in baseline

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Within a few sessions, 100% appropriate responding

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Case Study 3

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Incorrect responding with no mastery for Colors and People

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Within 9 sessions, 100% responding and mastery

How does it relate?

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First published study using these alternative procedures

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Hypothesis is that task removal functions a Type 2 Punisher and task presentation functions as a conditioned reinforcer

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Provides further support of previously discussed applications

Conclusions

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There are ethical alternatives to forced prompting and paced prompting

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These alternatives are more likely to be accepted by the public at large

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Recent and past basic and applied research supports the use

• f alternative procedures

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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.