Schedule Thinning during Functional Communication Training in the Home for Young Children with Autism

Autor/inn/en	Prykanowski, Debra A.; Conroy, Maureen A.; Reichow, Brian
Titel	Schedule Thinning during Functional Communication Training in the Home for Young Children with Autism
Quelle	In: Journal of Positive Behavior Interventions, 23 (2021) 4, S.257-271 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300721994204
Schlagwörter	Autism; Pervasive Developmental Disorders; Communication Skills; Training; Intervention; At Risk Persons; Behavior Problems; Behavior Modification; Program Effectiveness; Functional Behavioral Assessment; Preschool Children; Delay of Gratification; Males; Learning Processes; Positive Reinforcement; Sequential Learning; Childhood Autism Rating Scale + Suchen Sie Ihr Suchwort? Autismus; Kommunikationsstil; Ausbildung; Risikogruppe; Behaviour modification; Verhaltensänderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Male; Männliches Geschlecht; Learning process; Lernprozess; Didaktische Sequenzierung; Lernsequenz
Abstract	Functional communication training (FCT) is a common function-based intervention for young children with or at risk for autism spectrum disorder (ASD) to teach an alternative communicative response to replace problem behavior. While FCT is effective in decreasing problem behavior, often the communicative behavior that is taught occurs at a higher rate than a caregiver can reinforce. For this study, we first examined the effectiveness of an FCT intervention to decrease problem behavior and increase appropriate communication. The intervention was based on a trial-based functional analysis (TBFA) conducted in the home. Next, we applied two approaches for thinning the schedule of reinforcement (i.e., delay to reinforcement and chained schedules) following the FCT. For all three young children (ages 3-5 years) with or at risk for ASD, at least one function of behavior was identified for each participant using TBFA and the subsequent FCT intervention led to a decrease in problem behavior and increase in functional communication. The procedure for thinning the schedule was selected based on the function of the behavior and results showed that both were successful in maintaining low levels of problem behavior following FCT. Implications for research and practice are discussed and suggestions for future research studies are presented. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01