Effects of Lag Schedules of Reinforcement on Variable Manding in Preschoolers With Disabilities

IF 1.5 4区 医学 Q2 EDUCATION, SPECIAL
Elizabeth A. Pokorski, Mollie J. Todt, Kelly C. Willard, E. Barton, Ana Paula Martinez, B. Lloyd
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引用次数: 0

Abstract

Functional communication training (FCT) is an evidence-based intervention that while often effective, can result in rote responding, reduced generalizability of target behavior, and resurgence of challenging behavior (CB) during treatment lapses. Lag schedules of reinforcement have been successfully used to address these concerns. We applied an increasing lag schedule within FCT to increase the variability and persistence of appropriate responding of four young children with disabilities while maintaining low levels of CB during treatment. Our results provide evidence regarding the effects of lag reinforcement on appropriate communication and CB during treatment and lapses in treatment with children with autism and Down syndrome. This research provides a new perspective to the field given, we assessed functional communication during baseline, assessed generalization to new contexts, and assessed social validity via both masked raters and participants’ mothers. We discuss the implications of this work and provide future directions for researcher and practice.
延迟强化计划对残疾学龄前儿童可变下颌的影响
功能性沟通训练(FCT)是一种基于证据的干预措施,虽然通常有效,但可能导致死记硬背的反应,降低目标行为的可泛化性,以及在治疗失效期间挑战行为(CB)的重新出现。增援的滞后时间表已成功地用于解决这些问题。我们在FCT中应用了一个不断增加的滞后时间表,以增加4名残疾幼儿在治疗期间保持低水平CB的同时适当反应的可变性和持久性。我们的研究结果为自闭症和唐氏综合症儿童治疗过程中延迟强化对适当沟通和CB的影响以及治疗失误提供了证据。本研究为该领域提供了一个新的视角,我们评估了基线期间的功能性沟通,评估了新情境的泛化,并通过蒙面评分者和参与者的母亲评估了社会效度。我们讨论了这项工作的意义,并为研究人员和实践提供了未来的方向。
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来源期刊
CiteScore
3.30
自引率
7.10%
发文量
21
期刊介绍: The Journal of Early Intervention (JEI) publishes articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is defined broadly as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities. The childhood years in which early intervention might occur begin at birth, or before birth for some prevention programs, and extend through the years in which children traditionally begin elementary school.
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