On the Effectiveness of and Preference for Punishment and Extinction Components of Function-Based Interventions

Autor/inn/en	Hanley, Gregory P.; Piazza, Cathleen C.; Fisher, Wayne W.; Maglieri, Kristen A.
Titel	On the Effectiveness of and Preference for Punishment and Extinction Components of Function-Based Interventions
Quelle	In: Journal of Applied Behavior Analysis, 38 (2005) 1, S.51 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
Schlagwörter	Discipline; Positive Reinforcement; Punishment; Developmental Disabilities; Behavior Modification; Functional Behavioral Assessment; Intervention; Behavior Disorders; Children; Communication Skills; Attitude Measures + Suchen Sie Ihr Suchwort? Disziplin; Bestrafung; Entwicklungsstörung; Behaviour modification; Verhaltensänderung; Child; Kind; Kinder; Kommunikationsstil
Abstract	The current study describes an assessment sequence that may be used to identify individualized, effective, and preferred interventions for severe problem behavior in lieu of relying on a restricted set of treatment options that are assumed to be in the best interest of consumers. The relative effectiveness of functional communication training (FCT) with and without a punishment component was evaluated with 2 children for whom functional analyses demonstrated behavioral maintenance via social positive reinforcement. The results showed that FCT plus punishment was more effective than FCT in reducing problem behavior. Subsequently, participants' relative preference for each treatment was evaluated in a concurrent-chains arrangement, and both participants demonstrated a clear preference for FCT with punishment. These findings suggest that the treatment-selection process may be guided by person-centered and evidence-based values. (Author).
Anmerkungen	Department of Applied Behavioral Science, 1000 Sunnyside Ave., KU, Lawrence, KS 66045-2133. Web site: http://seab.envmed.rochester.edu.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10