Mitigating Resurgence in Functional Communication Training: Teaching Varied and Complex Responses

Objectives

Functional communication training is an intervention for problem behavior wherein the reinforcers contributing to problem behavior are provided contingent on an alternative communication response. However, following successful teaching of a communication response, resurgence of problem behavior may occur in natural settings when the communication response is exposed to intentional or unintentional extinction conditions. We investigated teaching a second communication response in one of two forms (varied topography or increased complexity) as a method for reducing resurgence in two arrangements (i.e., basic and translational experiments).

Methods

In Experiment I, three male Silver King pigeons were trained to peck multiple key lights in three phases to represent the establishment of problem behavior (Phase 1), the strengthening of simple communication to replace problem behavior (Phase 2), and the sequential teaching of more complex communication (Phase 3). The pigeons were then exposed to extinction (i.e., the test for resurgence). In Experiment 2, we used pre-existing mands exhibited by four children with autism as analogues to problem behavior in a translational arrangement. We tested the resurgence of the analogue to problem behavior in a similar extinction condition following the teaching of a single, simple communication response in comparison to varied and more complex communication responses.

Results

During the test for resurgence, low levels of analogue problem behavior reemerged among the pigeons after sequentially teaching more complex responses. In addition, teaching multiple communication responses of various topography and complexity, in comparison to a simple response, was more effective at mitigating resurgence of the analogue problem behavior among the children diagnosed with autism.

Conclusions

Results from the basic and translational experiments suggest that clinicians may consider teaching multiple communication responses during functional communication training to reduce resurgence of problem behavior and increase variability of untaught mands.