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Related Experiment Videos

Instructional influences on analogue functional analysis outcomes.

John Northup1, Tiffany Kodak, Laura Grow

  • 1Louisiana State University, USA. john-northup@uiowa.edu

Journal of Applied Behavior Analysis
|January 27, 2005
PubMed
Summary

Instructions significantly impact behavior in children with attention deficit hyperactivity disorder (ADHD). Describing an escape from tasks as "taking a break" or "time-out" altered inappropriate behavior rates in a 5-year-old participant.

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Area of Science:

  • Behavioral Psychology
  • Child Psychology
  • Developmental Psychology

Background:

  • Functional analyses are crucial for understanding behavior in children.
  • Verbal children may interpret instructions differently, influencing behavior.
  • Attention deficit hyperactivity disorder (ADHD) can affect behavioral responses.

Purpose of the Study:

  • To investigate how different verbal descriptions of a contingency affect behavior.
  • To examine the impact of instructions like 'taking a break' versus 'time-out' on inappropriate behavior.
  • To explore implications for functional analyses in verbal children with ADHD.

Main Methods:

  • An analogue assessment was used with a single 5-year-old participant diagnosed with ADHD.
  • A common escape-from-task contingency was employed across three conditions.

Related Experiment Videos

  • Instructions varied: 'taking a break,' 'time-out,' or no description.

    • Main Results:

    • Rates of inappropriate behavior differed significantly across the three instructional conditions.
    • The way the contingency was described appeared to influence the participant's behavior.
    • Behavioral responses were sensitive to the specific language used to frame the task escape.

    Conclusions:

    • Verbal instructions can substantially alter behavior during functional analyses.
    • The framing of contingencies is a critical factor when assessing behavior in verbal children.
    • Careful consideration of language is needed for effective functional assessments in children with ADHD.