Abstract
We evaluated a procedure consisting of functional communication training (FCT) and a chained schedule of reinforcement to
treat multiply maintained challenging behavior exhibited by an individual diagnosed with autism. First, we conducted a functional
analysis that yielded results indicating that challenging behavior served multiple functions. Next, we implemented a chained
schedule of reinforcement procedure in which during the initial link, mands for a stimulus were reinforced on a fixed ratio
(FR) 1 schedule of reinforcement. The participant’s access to the stimulus signaled the second link of the chained schedule
that consisted of a fixed time (FT) 30 s schedule in which all three functional reinforcers were provided. Last, we modified
the chained schedule procedure to increase ease of implementation and promote compliance with academic tasks. The results
showed that the treatment was successful in the treatment of challenging behavior with multiple functions. Future directions
in the development of treatments that simultaneously address multiple functions are discussed.
treat multiply maintained challenging behavior exhibited by an individual diagnosed with autism. First, we conducted a functional
analysis that yielded results indicating that challenging behavior served multiple functions. Next, we implemented a chained
schedule of reinforcement procedure in which during the initial link, mands for a stimulus were reinforced on a fixed ratio
(FR) 1 schedule of reinforcement. The participant’s access to the stimulus signaled the second link of the chained schedule
that consisted of a fixed time (FT) 30 s schedule in which all three functional reinforcers were provided. Last, we modified
the chained schedule procedure to increase ease of implementation and promote compliance with academic tasks. The results
showed that the treatment was successful in the treatment of challenging behavior with multiple functions. Future directions
in the development of treatments that simultaneously address multiple functions are discussed.
- Content Type Journal Article
- Category ORIGINAL ARTICLE
- Pages 1-10
- DOI 10.1007/s10882-012-9287-z
- Authors
- Terry S. Falcomata, The University of Texas at Austin and the Meadows Center for Preventing Educational Risk, Austin, TX, USA
- Pamela White, The University of Texas at Austin and the Meadows Center for Preventing Educational Risk, Austin, TX, USA
- Colin S. Muething, The University of Texas at Austin and the Meadows Center for Preventing Educational Risk, Austin, TX, USA
- Christina Fragale, The University of Texas at Austin and the Meadows Center for Preventing Educational Risk, Austin, TX, USA
- Journal Journal of Developmental and Physical Disabilities
- Online ISSN 1573-3580
- Print ISSN 1056-263X