Competing behaviors and their effects on skill generalization and maintenance

Abstract

The present study indicates the impact of undesirable competing behaviors on the maintenance and generalization of desirable behaviors by two children with severe developmental disabilities. A combination multiple probe and withdrawal design was employed in the study. It was found that behaviors which served a relatively obvious function, and which were desired by classroom teachers, were replaced by less desirable behaviors which served the same function within maintenance and/or generalization situations. It was further demonstrated that the desired behavior could be elicited in those situations by reducing the functionality of the less desirable response. Both general and specific implications for educational practice are discussed.