ASSESSING AND PROGRAMMING GENERALIZED BEHAVIORAL REDUCTION ACROSS MULTIPLE STIMULUS PARAMETERS

Generalization across three stimulus parameters was examined for 5 individuals whose self-injurious behavior was maintained by escape from task demands. Prior to treatment, three stimulus parameters (therapist, setting, and demands) were systematically varied across baseline sessions. These variables were held constant during treatment, which consisted of escape extinction. When treatment was completed, three novel stimulus parameters were probed. If the rate of self-injury was high during this probe, treatment was reimplemented with one new stimulus parameter (the other two were the same as in the original treatment condition). Following this second treatment, another probe with three novel stimuli was conducted. If the rate of self-injury was again high, treatment was implemented again while a second stimulus parameter was changed. This sequence continued until generalization was observed across the three parameters. Results showed idiosyncratic differences in generalization. The behavior of 2 subjects showed complete generalization during the first novel probe. A 3rd subject's behavior showed generalization following treatment across two stimulus parameters (setting and therapist). The behavior of the 2 remaining subjects showed a complete lack of generalization across the three parameters; both subjects required training for novelty by randomly varying the stimulus parameters for a substantial number of sessions.     

COMMENTS ON FUNCTIONAL ANALYSIS PROCEDURES FOR SCHOOL-BASED BEHAVIOR PROBLEMS

Functional analysis procedures were developed in the 1980s in an effort to determine whether clinicians could identify the function of behavior problems like self-injury and aggression. More recently, several groups of researchers have been attempting to extend that procedure to classroom environments. The following commentary reflects my viewpoint of this transition.     

FUNCTIONAL ANALYSIS OF SEPARATE TOPOGRAPHIES OF ABERRANT BEHAVIOR

We conducted a functional analysis of distinct topographies of aberrant behavior displayed by 4 clients. We first analyzed the behaviors in an aggregate fashion and then separated the behaviors to formulate hypotheses about the maintaining variables for each behavior. The procedures were used in a two-phase experiment. During Phase 1, two extended functional analyses were completed, one in an inpatient unit and one in a special education classroom. During Phase 2, two brief functional analyses were completed in an outpatient clinic. Results indicated that hypotheses of separate functions for distinct behaviors can be generated using both extended and brief functional analyses when the results are graphed in the aggregate and are separated by response topography. The results also suggest that these methods can improve the accuracy of data interpretation and treatment selection.     

MOMENTUM AND EXTINCTION EFFECTS ON SELF-INJURIOUS ESCAPE BEHAVIOR AND NONCOMPLIANCE

Previous research on applications of behavioral momentum has indicated that a high-probability (high-p) instructional sequence, in which a series of instructions for which there is a high probability of compliance is presented immediately before an instruction for which there is a low probability of compliance, is an effective method for increasing compliance. It is not dear, however, whether the procedure is effective when individuals actively attempt to escape from the instructional situation. In this study, we examined the effects of the high-p sequence, when implemented first alone and then later with an extinction component, as treatment for the self-injurious escape behavior of 2 individuals. Results showed that when the instructional sequence was implemented without extinction, rates of self-injury increased and percentage of compliance decreased. In addition, the percentage of trials occasioning escape behavior increased for both high- and low-probability instructions. When an extinction component was added to the high-p sequence, rates of self-injury and the percentage of trials containing self-injury decreased, and compliance increased. These findings suggest that extinction may be an important component of treatment when escape behavior such as self-injury accompanies noncompliance in instructional contexts and competes with compliant behavior.     

Effects of combining disparate groups in the analysis of ethnic differences: Variations among asian american mental health service consumers in level of community functioning

The Asian American population comprises historically, socially, and culturally diverse ethnic groups. Given this diversity, investigators caution that combining disparate ethnic groups together may lead to erroneous conclusions. Whether by choice or necessity, however, mental health studies still typically consider Asian Americans as a single ethnic category rather than as separate ethnic groups. Few investigations have addressed the consequences of this practice. This paper examines the implications of conceptualizing Asian Americans as an ethnic category versus ethnic groups, in an investigation of the community functioning status of clients in publicly funded mental health programs in King County, Washington. When treated as a single ethnic category in a multivariate linear regression model, Asian Americans are found to have a lower level of functioning difficulty than their white counterparts. However, when treated as separate ethnic groups (e.g., Vietnamese, Japanese), only one of five Asian ethnic groups has a significantly lower level of difficulty. In a separate analysis of the Asian American subsample, groups are found to differ significantly from one another with respect to functional status. Several factors, including refugee status, account for this difference.     

选择性颞叶梗塞对鼠学习记忆能力影响的定量研究

应用光化学的方法选择性诱导颞叶梗塞,同时测定学习记忆能力、神经功能缺失及梗塞面积。结果表明：颞叶梗塞鼠的学习记忆能力显著受损,但无明显感觉运动障碍;颞叶梗塞鼠的学习记忆受损程度与梗塞面积大小有关。结果提示选择性颞叶梗塞是一种理想的痴呆动物模型。     

A review of functional assessment use in data-based intervention studies

We reviewed the extent and variety of functional assessment procedures used in behavioral intervention studies. The contents of six research journals dating from 1986 to 1992 were searched for articles describing single-subject intervention studies that targeted problematic social behaviors. Articles meeting this initial criteria were examined to determine if a functional assessment was conducted. If so, the various procedures comprising the functional assessment, types of interventions conducted, and demographic characteristics of study participants were recorded for each study. Results are compared to similar reviews of research dating from 1980–1985. Potential reasons for the paucity of studies incorporating functional assessment procedures are discussed. Finally, directions for future research and applied practice are provided.     

The relationship between predictability and problem behavior for students with severe disabilities

Two single-case studies were conducted to examine the extent to which signaled (predictable) and unsignaled (unpredictable) events were associated with changes in the level of problem behavior during instruction. Two students with moderate-to-severe intellectual disabilities and autism participated in the study. Each student was nominated for the study based on a teacher's report that problem behaviors were much more likely when novel or unsignaled events occurred. Functional assessments were conducted with each student and the specific predictability features (signals) associated with low and high levels of problem behavior were identified. Multi-element and reversal designs were employed to examine the extent to which increased predictability was associated with reduced problem behavior. Results supported the use of functional assessment procedures to determine whether signals that provide information about the content, duration, timing, and/or consequences of future events could reduce problem behaviors.     

FUNCTIONAL ASSESSMENT AND TREATMENT OF LIFE-THREATENING DRUG INGESTION IN A DUALLY DIAGNOSED YOUTH

Few data exist on operant mechanisms associated with drug overdose. In this investigation, a functional analysis indicated that life-threatening drug ingestion exhibited by a dually diagnosed youth was maintained by negative reinforcement. An operant intervention, derived from behavioral assessment data, reduced drug ingestion to near-zero levels.