Topographies and functions of emerging problem behavior and appropriate requests in neurotypical preschoolers

Tara A Fahmie1, Amanda R Garcia1, Jasmine H Poetry1

  • 1Psychology Department, California State University, Northridge.

Insights

This study identified reinforcement sources for problem behavior in 86% of preschool children, highlighting a need for early behavioral prevention strategies. Few children used adaptive communication when problem behavior occurred.

Area of Science:

  • Behavioral science
  • Developmental psychology
  • Early childhood education

Background:

  • Growing research on early identification of problem behavior to prevent escalation.
  • Need for understanding factors preceding harmful behavior for timely intervention.
  • Evaluating formal and functional characteristics of emerging problem behavior.

Purpose of the Study:

  • To assess preschool children's sensitivity to establishing operations preceding problem behavior.
  • To identify sources of reinforcement for varying levels of problem behavior.
  • To examine the co-occurrence of problem behavior and adaptive communication.

Main Methods:

  • Tested 21 preschool children's sensitivity to establishing operations in a play context.
  • Screened problem behavior severity and adaptive communication alternatives.
  • Embedded sensitivity tests within small group play for ecological validity.

Main Results:

  • Found sources of reinforcement for minor- to moderate-severity problem behavior in 86% of children.
  • Only 17% of children used appropriate requests alongside problem behavior.
  • Data compared to functional analyses of severe problem behavior.

Conclusions:

  • Preliminary step towards a function-based model for risk identification.
  • Highlights potential for early behavioral prevention of severe problem behavior.
  • Suggests limited use of adaptive communication in the presence of problem behavior.

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