Abstract
Effectiveness of functional analysis (FA) and functional communication training (FCT) on challenging behavior was assessed
in three children with Angelman syndrome (AS). Analogue FA conditions were used to assess the behavioral function of the challenging
behavior. FA and FCT protocols were administered in the children’s classroom and were performed by their teachers. Replacement
behavior was prompted upon the onset of precursor behavior. One or more function(s) of their challenging behavior were identified
and challenging behavior appeared to be escape or tangibly motivated. Making physical contact with the teacher was found to
be a precursor of challenging behavior in one child. In all children, challenging behavior decreased as a function of FCT.
Functional equivalence of both challenging and replacement behavior was evinced. Clinical and research implications are discussed.
in three children with Angelman syndrome (AS). Analogue FA conditions were used to assess the behavioral function of the challenging
behavior. FA and FCT protocols were administered in the children’s classroom and were performed by their teachers. Replacement
behavior was prompted upon the onset of precursor behavior. One or more function(s) of their challenging behavior were identified
and challenging behavior appeared to be escape or tangibly motivated. Making physical contact with the teacher was found to
be a precursor of challenging behavior in one child. In all children, challenging behavior decreased as a function of FCT.
Functional equivalence of both challenging and replacement behavior was evinced. Clinical and research implications are discussed.
- Content Type Journal Article
- Category ORIGINAL ARTICLE
- Pages 1-15
- DOI 10.1007/s10882-012-9302-4
- Authors
- Maartje Radstaake, Behavioral Science Institute, Radboud University Nijmegen, Nijmegen, The Netherlands
- Robert Didden, Behavioral Science Institute, Radboud University Nijmegen, Nijmegen, The Netherlands
- Russell Lang, Clinic for Autism Research Evaluation and Support, Texas State University of San Marcos, San Marcos, TX, USA
- Mark O’Reilly, Department of Special Education, University of Texas, Austin, TX, USA
- Jeff Sigafoos, School of Educational Psychology and Pedagogy, Victoria University of Wellington, Wellington, New Zealand
- Giulio E. Lancioni, Department of Psychology, University of Bari, Bari, Italy
- Nicole Appels, Behavioral Science Institute, Radboud University Nijmegen, Nijmegen, The Netherlands
- Leopold M. G. Curfs, Department of Clinical Genetics, Maastricht University Medical Centre, Maastricht, The Netherlands
- Journal Journal of Developmental and Physical Disabilities
- Online ISSN 1573-3580
- Print ISSN 1056-263X