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Related Experiment Videos

Covariation within functional response classes: implications for treatment of severe problem behavior.

J R Sprague1, R H Horner

  • 1University of Oregon.

Journal of Applied Behavior Analysis
|January 1, 1992
PubMed
Summary

Blocking problem behaviors can worsen them, but teaching alternative skills or providing teacher assistance effectively reduces multiple problem behaviors in youth with severe intellectual disabilities.

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Area of Science:

  • Behavioral Psychology
  • Applied Behavior Analysis
  • Developmental Disabilities Research

Background:

  • Problem behaviors in school-aged youth with severe intellectual disabilities often occur in clusters within functional response classes.
  • Understanding the covariation of these behaviors is crucial for effective intervention design.

Purpose of the Study:

  • To compare reductive treatments (blocking/reprimanding) with positive intervention procedures (teaching alternative behaviors/teacher assistance) for generalized problem behavior reduction.
  • To analyze the effects of interventions on multiple problem behaviors within functional response classes.

Main Methods:

  • Two studies analyzed problem behaviors in school-aged youth with severe intellectual disabilities.
  • Interventions included blocking/verbal reprimands versus teaching functionally equivalent mand responses or providing antecedent teacher assistance.

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Main Results:

  • Blocking a single problem behavior led to collateral increases in other behaviors within the same response class.
  • Teaching a functionally equivalent mand response reduced all problem behaviors in the response class for one participant.
  • Antecedent teacher assistance reduced problem behaviors for another participant.

Conclusions:

  • Interventions targeting a single behavior within a response class may be ineffective or counterproductive.
  • Teaching functionally equivalent behaviors or providing antecedent support promotes generalized reduction of problem behaviors within a response class.
  • These findings have implications for analyzing response class covariation and developing effective interventions.