Document Type

Dissertation

College

College of Arts and Sciences

Department

Psychology

Degree

PhD in Behavior Analysis

Dissertation Defense Date

2019

First Committee Member

Hanley, Gregory P.

Second Committee Member

Thompson, Rachel H.

Third Committee Member

Ahearn, William H.

Additional Committee Member(s)

Pinkston, Jonathan W.

Abstract

"The precise methods for prompting functional communication responses (FCRs) following problem behavior during functional communication training (FCT) are either unreported or vary across studies. Some researchers have prompted FCRs immediately following problem behavior, but other researchers have suggested that this strategy may strengthen problem behavior through reinforcement of an undesirable response chain. The effects of immediately prompting following problem behavior have not been explicitly evaluated, however. We investigated the effects of prompting FCRs following problem behavior during FCT with four children who engaged in severe problem behavior. We observed low levels of problem behavior and optimal rates of FCRs in the majority of FCT applications in which prompts were delivered immediately following problem behavior. Delaying prompts following problem behavior was instrumental for FCR acquisition for one participant but led to escalation of problem behavior for a second participant. The conditions under which FCT may be efficacious when it includes immediate prompts following problem behavior are discussed."

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