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Using aberrant behaviors as reinforcers for autistic children.

M H Charlop1, P F Kurtz, F G Casey

  • 1Psychology Department, Claremont McKenna College, California 91711.

Journal of Applied Behavior Analysis
|January 1, 1990
PubMed
Summary

This study examined whether allowing children with autism to engage in their own repetitive or unusual behaviors could act as a reward to help them learn new tasks more effectively than using food rewards. Researchers found that these behaviors often functioned as powerful motivators, leading to better task performance without causing any increase in the frequency of those behaviors outside of the learning sessions.

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Area of Science:

  • Behavioral psychology research within autism spectrum disorder studies
  • Applied behavior analysis and aberrant behaviors clinical intervention strategies

Background:

Prior research has shown that traditional reward systems often fail to motivate children with autism during skill acquisition tasks. No prior work had resolved whether repetitive actions could serve as effective motivators in educational settings. That uncertainty drove the need to investigate alternative reinforcement strategies for this specific population. It was already known that restricted interests often dominate the behavioral repertoire of these individuals. This gap motivated the current inquiry into leveraging these existing patterns for therapeutic gain. Previous studies frequently focused on external stimuli like edibles to encourage compliance. Researchers remained concerned that such extrinsic rewards might lack long-term efficacy or sustainability. This investigation addresses the potential for internal behavioral patterns to function as functional consequences for learning.

Purpose Of The Study:

The study aimed to assess the efficacy of utilizing repetitive actions as reinforcers to improve correct task responding in children with autism. Researchers sought to determine if these behaviors could function as more potent motivators than standard edible rewards. This investigation addressed the limitations of traditional reinforcement systems that often fail to engage this specific population effectively. The team wanted to explore whether providing brief access to these actions would facilitate better learning outcomes. They also intended to evaluate the safety of this approach by monitoring for potential negative side effects. The motivation for this work stemmed from the need for more pragmatic and individualized treatment strategies in clinical settings. By testing various behavioral conditions, the authors hoped to establish a more effective framework for skill acquisition. This research provides a foundation for understanding how to leverage existing behavioral patterns for therapeutic benefit.

Keywords:
applied behavior analysisreinforcement strategiesskill acquisitionbehavioral intervention

Frequently Asked Questions

The researchers propose that providing brief access to repetitive actions serves as a more effective motivator than food. In their experiments, participants demonstrated higher rates of correct task completion when these behaviors were used as consequences compared to edible rewards.

The study utilized a multielement design to compare different reinforcement conditions across three distinct experiments. This approach allowed for the systematic evaluation of stereotypy, delayed echolalia, and perseverative behavior against standard edible rewards.

The authors suggest that these specific actions are necessary as reinforcers because they often hold higher intrinsic value for the individual than external items. This preference allows for a more tailored and effective instructional strategy during skill acquisition sessions.

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Main Methods:

The researchers employed a multielement design to systematically compare various reinforcement conditions across three distinct experimental phases. Each phase evaluated the efficacy of specific behavioral consequences against traditional edible rewards for improving task accuracy. The team monitored participant responses during structured teaching sessions to quantify changes in performance levels. They also tracked potential negative side effects by recording behavioral frequency during and after instruction. Observations extended to the home environment to ensure the intervention did not produce unintended behavioral increases. The investigators utilized a comparative framework to assess stereotypy, delayed echolalia, and perseverative actions as potential motivators. Data collection focused on identifying which consequences yielded the highest rates of correct task responding. This rigorous approach allowed for the direct assessment of internal behavioral patterns as functional reinforcers.

Main Results:

Task performance reached its peak when participants received brief opportunities to engage in their own repetitive actions as a consequence for correct responses. Edibles consistently yielded the lowest levels of task accuracy across all tested conditions. The study demonstrated that these behavioral reinforcers were superior to food in promoting skill acquisition. No negative side effects, such as an increase in the frequency of these actions, emerged during or after the sessions. This pattern held true even when monitoring occurred within the home environment. The results showed that varied conditions, combining food with these behaviors, also outperformed food alone. These findings suggest that the intrinsic nature of these actions provides a unique motivational advantage. The data confirm that leveraging existing behavioral tendencies can significantly enhance learning outcomes for this population.

Conclusions:

The authors propose that integrating repetitive actions into treatment plans offers a pragmatic alternative to standard reward protocols. Synthesis and implications suggest that these behaviors function effectively as consequences for increasing correct responding. Evidence indicates that such strategies do not lead to an escalation of problematic actions in other environments. Practitioners might consider these findings when designing interventions for individuals who show limited responsiveness to traditional items. The data support the utility of contingent access to specific actions for enhancing educational outcomes. This approach provides a practical framework for clinicians seeking to improve engagement during instruction. The findings highlight the potential for repurposing existing behavioral tendencies to support skill development. Future clinical applications should focus on the systematic implementation of these findings to optimize learning environments.

The researchers recorded side-effect measures during and after teaching sessions, as well as at home. This data type was crucial for determining if the contingent use of these behaviors led to an unintended increase in their frequency outside of the classroom.

The study measured the frequency of correct task responding across various conditions. The phenomenon observed was that performance levels were consistently higher when participants were granted brief opportunities to engage in their preferred repetitive actions.

The authors state that their findings suggest a more pragmatic treatment approach for clinicians. They imply that addressing the contingent use of these behaviors can improve the overall effectiveness of behavioral interventions for autistic children.