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1.
Robin K. Landa Bethany Hansen M. Alice Shillingsburg 《Journal of applied behavior analysis》2017,50(3):538-551
Previous research has evaluated contrived motivating operations to teach mands for information. However, literature evaluating acquisition of the mand when? is comparatively limited. As an extension of Shillingsburg, Bowen, Valentino, & Pierce (2014), we taught three children with autism to engage in mands for information using when under alternating conditions in which a contrived establishing operation was present (EOP ) or absent (EOA ). Following training with a constant prompt delay, all participants acquired the mand for information and demonstrated correct use of the provided information and a decrease in inappropriate attempts to access restricted items. 相似文献
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Christina L Fragale Mark F O'Reilly Jeannie Aguilar Nigel Pierce Russell Lang Jeff Sigafoos Giulio Lancioni 《Journal of applied behavior analysis》2012,45(3):565-577
We investigated the influence of motivating operations on the generalization of newly taught mands across settings and communication partners for 3 children with autism. Two conditions were implemented prior to generalization probes. In the first condition, participants were given access to a preferred item until they rejected the item (i.e., abolishing operation). In the second condition, the item was not available to participants prior to generalization probes (i.e., establishing operation). The effects of these conditions on the generalization of newly taught mands were evaluated in a multielement design. Results indicated differentiated responding during generalization probes in which more manding with the target mand was observed following the presession no‐access condition than in the presession access condition. These results support the consideration of motivating operations when assessing generalization of target mands to various untrained contexts. 相似文献
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Lechago SA Carr JE Grow LL Love JR Almason SM 《Journal of applied behavior analysis》2010,43(3):381-395
The current study extends the literature on teaching mands for information by assessing whether mands generalize across different establishing operations (EOs). Three children with autism were taught to perform multiple behavior chains, 3 of which included a common response (e.g., “Where is the spoon?”) used for different purposes. An interrupted-behavior-chain procedure was used to contrive the EO for each mand. After teaching a mand for information under 1 EO, the remaining chains were interrupted to determine whether the mand had generalized to different EOs. For all participants, mands for information generalized across EOs. For 2 participants, a new mand-for-information topography emerged after training. 相似文献
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Amarie Carnett Einar T. Ingvarsson Alicia Bravo Jeff Sigafoos 《Journal of applied behavior analysis》2020,53(3):1383-1403
Children with autism spectrum disorder (ASD) who have limited speech are often taught to communicate using a speech-generating device (SGD). We evaluated procedures for teaching a mand for information (i.e., Where is [item]?) using an interrupted behavior chain procedure. In Experiment 1, all participants (3 children with ASD who communicated using an SGD) acquired the target mand but transfer to a novel stimulus did not occur. In the second experiment, 2 participants were taught to approach alternative communication partners when the first partner did not provide the information. The second experiment also included procedures to test whether the responses were under the control of appropriate motivating operations (MOs). Generalization across communication partners occurred with both participants, but transfer across behavior chains with only 1 participant. The results of both experiments suggest that teaching multiple behavior chains and evaluating MO control may be necessary to establish generalized manding for information. 相似文献
6.
We conducted two experiments demonstrating the use of a rapid motor imitation sequence to evoke echoic and independent mands in three preschoolers with no vocal verbal behavior, who were unresponsive to alternative procedures. We further tested the procedure in the induction of echoics and independent tacts. The dependent variables for both experiments were echoics, mands, and tacts. In Experiment 1, we used a within subject multiple baseline design, across two mand and two tact forms, which were introduced in a counterbalanced order. In Experiment 2 we used a multiple baseline across subjects design with a tandem tact and mand training schedule, during which opportunities for echoic and independent mand training were contingent upon correct echoic and independent tact responses. Results showed that the rapid motor imitation antecedent was successful in inducing echoic and independent mands and tacts. Tacts required fewer opportunities than mands for mastery during the first experiment. 相似文献
7.
Children with autism may not develop safety skills (e.g., help-seeking behaviors) without explicit teaching. One potentially hazardous situation is when a child with autism becomes separated from caregivers in a retail establishment or other public setting. The purpose of this study was to evaluate a treatment package (rules, role playing, and praise) delivered in the natural environment for teaching 3 boys with autism to seek assistance from store employees when they became lost. Treatment was effective, and help-seeking behaviors generalized to untrained stores for all participants. 相似文献
8.
O'Reilly MF Sigafoos J Edrisinha C Lancioni G Cannella H Choi HY Barretro A 《Journal of applied behavior analysis》2006,39(2):239-242
We attempted to isolate the evocative effects of the establishing operation for positively reinforced problem behavior with 2 participants. The study consisted of three phases. First, a functional analysis identified tangible items (Participant 1) and attention (Participant 2) as maintaining problem behavior. Second, access to tangible items and attention was systematically controlled (continuous access vs. no access) immediately prior to functional analysis sessions in which these consequences were delivered contingent on problem behavior. Results of this phase indicated that problem behavior occurred at higher levels when access to tangible items and attention was restricted. In the third phase, prior access was again controlled, but problem behavior produced no consequences. Results of this final phase indicated that problem behavior occurred at higher levels during extinction sessions when participants did not have prior access to the reinforcers. 相似文献
9.
Michael J 《Journal of applied behavior analysis》2000,33(4):401-410
In this paper I discuss (a) three steps in the development of establishing operation (EO) terminology, (b) my early neglect of its possible relevance to applied behavior analysis, (c) the importance of functional analysis methodology for increasing awareness of EO issues, and (d) three comprehensive reviews that clarify the role of EOs in applied work. I then review and further analyze seven topics that require further clarification or that have been raised since my 1982 and 1993 articles: the EO evocative effect, deprivation and satiation, problem behavior maintained by attention, decreasing behavior evoked by a transitive conditioned establishing operation, EOs in the context of escape and avoidance, academic demand, and decreasing behavior evoked by a reflexive conditioned establishing operation. 相似文献
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This research replicated and extended a study by Williams, Donley, and Keller (2000). In that study, children with autism received a box with an object inside and learned to ask “What's that?,” “Can I see it?,” and “Can I have it?” to have the name of the object, to see the object, and to get the object, respectively. The purpose of the present research was to determine if the three questions (a) were three independent repertoires of behavior, (b) constituted three instances of a single functional response class, or (c) belonged to a chain of behavior. The 3 boys with autism who participated responded independently to each question when the consequences for each question were altered. This indicates that the three target responses were three independent repertoires of behavior, each one reinforced and maintained with its specific consequences. Thus, this procedure serves to teach children with autism to ask questions with flexibility according to a variable context. 相似文献
11.
Three 14-year-old boys with diagnoses of autism learned to mand for the delivery or removal of tokens by presenting nonsense syllables (A(1-5), respectively). A match-to-sample procedure was used to establish conditional discriminations between the 5 A stimuli and 5 B stimuli and between the B stimuli and 5 C stimuli. Subsequently, each participant was able to use the C stimuli to mand, illustrating a transfer of function, although 1 participant first required multiple-exemplar training. 相似文献
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This article provides commentary on research published in the special section of the Journal of Applied Behavior Analysis devoted to establishing operations (EOs). Three major themes are highlighted: (a) identification of the influence of EOs on behavior in applied settings, (b) the use of EO manipulation as an assessment tool, and (c) the development of interventions based on the alteration of EO influences. Methodological issues pertaining to research on EOs are addressed, and suggestions for future investigation are provided. 相似文献
14.
Preference assessments were conducted for 4 individuals with developmental disabilities across conditions of (a) control, allowing equal access to all stimuli prior to the preference assessment; (b) deprivation, allowing no access to one stimulus for 48 hr prior to the assessment; and (c) satiation, allowing free access to one stimulus for 10 min immediately prior to the assessment. Deprivation resulted in increased preference, whereas satiation resulted in decreased preference compared to control conditions. 相似文献
15.
Lang R O'Reilly M Machalicek W Lancioni G Rispoli M Chan JM 《Journal of applied behavior analysis》2008,41(3):441-445
A preliminary evaluation of the correspondence between functional analysis outcomes across settings was conducted with 2 children who had been diagnosed with autism and who engaged in challenging behavior. Differences across settings (a therapy room and a classroom) were demonstrated in ABAB reversal designs. Three potential patterns of results that may occur when comparing functional analyses across environments are described, and one possible explanation for the occurrence of discrepancies between environments (differing learning histories within separate environments) is offered. 相似文献
16.
Robin K. Landa Sarah E. Frampton M. Alice Shillingsburg 《Journal of applied behavior analysis》2020,53(4):2271-2286
We replicated Shillingsburg et al. (2018) by teaching children with autism to mand for social information while analyzing the variables influencing the emission of mands. We presented questions about a social partner that were known and observable (e.g., “What is Robin doing?”), known but unobservable (i.e., questions for which an intraverbal response had previously been taught, such as, “Where does Robin work?”), or unknown (e.g., “What is Robin's favorite food?”). Correct answers were reinforced across all conditions. During treatment, we prompted children to mand for information from the social partner following only unknown questions. All children acquired mands for social information and answered previously unknown questions correctly after manding for social information and 3 of 4 participants emitted mands to novel social partners, including a peer with autism. 相似文献
17.
Despite Skinner's (1957) assertion that verbal operants are initially functionally independent, recent studies have suggested that in some cases the acquisition of one verbal operant (e.g., mand) gives rise to the other (e.g., tact) without explicit training. The present study aimed to evaluate the functional independence of mands and tacts during instruction with children with autism. Four boys with autism (3 to 6 years old) were taught to construct two 4‐piece structures. Two participants were taught directly to mand, whereas the other 2 were taught to tact the names of the pieces. The effects of training were evaluated in a multiple probe design across verbal operants and tasks. Three of the 4 participants demonstrated an immediate transfer of control from 1 verbal operant to the other. These results were consistent with previous research with typically developing young children. 相似文献
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In the present investigation, a functional analysis of the disruptive behavior of a 18-year-old man who had been diagnosed with attention deficit hyperactivity disorder and moderate mental retardation was conducted, both when he was taking methylphenidate and when he was not taking the medication. The results of this functional analysis demonstrated that the participant's disruptive behaviors were reinforced by access to attention only when he was not taking methylphenidate. 相似文献
20.
The purpose of this study was to demonstrate derived manding skills in 2 adults with severe developmental disabilities and language deficits by contriving transitive conditioned establishing operations. Specifically, we evaluated whether a history of reinforced conditional discrimination learning would ultimately result in a derived mand repertoire, in which participants manded for items that were needed to complete chained tasks. After mastering the first three phases of the picture exchange communication system (PECS), participants were taught to mand for the needed items by exchanging pictures of the items for the items themselves. They were then taught to conditionally relate the dictated names of the items to the corresponding pictures of the items and to relate the dictated names to the corresponding printed words. We then tested, in the absence of reinforcement, whether participants would mand for the items needed to complete the chained tasks using text rather than pictures. Both participants showed the emergence of derived mands and some derived stimulus relations as a result of this instruction. Some of the derived relations were shown to be intact at 1-month follow-up, and scores on derived mand probes were higher at follow-up than before training. In addition, the 2 participants vocally requested the needed items on maintenance test probes, a skill that was never trained and was not previously in their repertoires. These results suggest that a history of reinforced relational responding may facilitate the expansion of a number of verbal skills and emphasize the possibility of a synthesis of Skinner's (1957) analysis of verbal behavior and derived stimulus relations into language-training efforts for persons with significant disabilities. 相似文献