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Jul 06, 2023 110 likes •543 views

The Effects of Antecedents and Consequences on Accurate Identification of Function of Problem Behavior Beacon ABA Services, Inc. Susan Rapoza-Houle, M.S.Ed., BCBA, LABA Paulo Guilhardi, Ph.D., BCBA-D, LABA Robert K. Ross, Ed.D., BCBA-D, LABA

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The Effects of Antecedents and Consequences

  • n Accurate Identification of Function of

Problem Behavior

Beacon ABA Services, Inc.

Susan Rapoza-Houle, M.S.Ed., BCBA, LABA Paulo Guilhardi, Ph.D., BCBA-D, LABA Robert K. Ross, Ed.D., BCBA-D, LABA

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HELP HELP WANTED WANTED

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Instruction

Written Slides Examples

Model

Video Live demo

Rehearsal

Role Play

Feedback

Sr+ and Corrective Competency Checklist

Classroom Fieldwork

Instruction

Skill Sheet Competency Checklist

Model

Repeated

Demonstration

Rehearsal

With Client

Feedback

Staff Supervision Form

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Competency Image

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Carter, O'Rourke, Sisco & Pelsue (2009)

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 Problem behavior involves complex interactions among

controlling variables. Individual problem behaviors may be maintained by more than one mechanism A group of problem behaviors may be members of a single response class

Horner 1994

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Scott, Lerman, and Luck 2018

Relevant antecedents and consequences may take a variety of forms Events may be subtle More than one antecedent or consequence can occur simultaneously

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It can be challenging for those with limited training in the science of behavior to discriminate

between relevant and irrelevant stimuli when forming

hypotheses of function

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“ A connection between an operant and a reinforcing stimulus can be established independently of

any specific stimulation acting prior to the response.”

The Behavior of Organisms p. 177

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Selection Selection By By Conseq Consequen uences ces

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Does antecedent information affect the

accurate identification

  • f escape and

attention functions by observers with

limited experience?

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Participants

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Materials

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A B C

OR

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I know you hate this but you have to play with your shape sorter I know you are tired but it’s time to play with your shape sorter Why don’t you play with your new shape sorter, you love it so much Play with that brand new shape sorter you bought with your birthday money yesterday

Subtitles

Antecedent

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No I don’t want to I don’t feel like it Please do it with me

Will you please play too?

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Behavior

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__________ ___________ I will do it with you

It is nice to play together

Subtitles

Consequence

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Data Sheet

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Research Design

Multielement Design

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Independent Variable Condition 1: Consistent

E A E A

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Condition 2: Inconsistent

E A

Independent Variable

A E

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92% 89% 25% 44%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

AA EE AE EA

Accuracy Antecedent/Consequence Condition

n=18

Inconsistent Consistent

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10 20 30 40 50 60 70 80 90 100 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Percent Correct Trials

Consequence Control

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10 20 30 40 50 60 70 80 90 100 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Percent Correct Trials

Consequence Control

Consistent(AA,EE) Inconsistent (AE,EA)

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10 20 30 40 50 60 70 80 90 100 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Percent Correct Trials

Antecedent Control

Consistent(AA,EE) Inconsistent (AE,EA)

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10 20 30 40 50 60 70 80 90 100 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Percent Correct Trials

Consistent is Accurate Inconsistent is Variable

Consistent(AA,EE) Inconsistent (AE,EA)

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10 20 30 40 50 60 70 80 90 100 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Percent Correct Trials

Shifting Control

Consistent(AA,EE) Inconsistent (AE,EA)

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10 20 30 40 50 60 70 80 90 100 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Percent Correct Trials

Undetermined Control

Consistent(AA,EE) Inconsistent (AE,EA)

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Discussion

the cause of the error may not be clear

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The ability to pinpoint controlling stimuli is

essential to treatment

Discussion

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This procedure was

efficient

Discussion

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Participants completed the assessment under

differing conditions

Participants were asked to hypothesize function based upon the current trial only

Considerations

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How is each type of error

best remediated?

May be helpful in other applications, such as

parent training and support

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References

  • Carter, E. W., O'Rourke, L., Sisco, L. G., Pelsue, D. (2009). Knowledge, responsibilities, and

training needs of paraprofessionals in elementary and secondary schools. Remedial and Special Education, 30, 344-359.

  • Horner, R.H. (1994). Functional Assessment: Contributions and future directions. Journal of

Applied Behavior Analysis, 27(2),401-404.

  • Parsons, M. B., Rollyson, J. H., & Reid, D. H. (2012). Evidence-based staff training: A guide for
  • practitioners. Behavior Analysis in Practice, 5(2), 2-11.
  • Providers’ Council/University of Massachusetts Donahue Institute/University of

Massachusetts Dartmouth Center for Public Policy. (2017).Who will care? The Workforce Crisis in Human Services. Boston, MA.

  • Reichow, B. (2012). Overview of meta-analyses on early intensive behavioral intervention for

young children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(4), 512–20.

  • Scott, J., Lerman, D.C., Luck, K. (2018). Computer-based training to detect antecedents and

consequences of problem behavior. Journal of Applied Behavior Analysis, 51(4), 784-801.

  • Skinner, B. F. (1938). The behavior of organisms: An experimental analysis. New York, London:
  • D. Appleton-Century Company, Incorporated.
  • Skinner, B. F. (1981). Selection by consequences. Science 213: 501-4.